Ryan+Floro

Content: Personal notes relating to school, schedules, and activities. Refer to notebook for more items.

Quick Notes: @http://www.academia.edu/4466506/IUPAC_Nomenclature_of_Organic_Compounds From AC. Compilation of rules and directions for complex compounds. Consider Print, read when can.

Class Schedule:
 * = **Time** ||= **Monday** ||= **Tuesday** ||= **Wednesday** ||= **Thursday** ||= **Friday** ||
 * = 8:30 - 10:00 ||= - ||= Bio ||= Homeroom ||= Chem ||= Phys ||
 * = 10:05 - 12:00 ||= Chem ||= Phys ||= - ||= Bio ||= Homeroom ||
 * ~ **12:05 - 13:10** ||~  ||~   ||~ LUNCH ||~   ||~   ||
 * = 13:15 - 14:15 ||= Bio ||= - ||= Phys ||= Innovation 1 ||= Chem ||
 * = 14:20 - 15:45 ||= Phys ||= Chem ||= Bio ||= Innovation 2 ||= - ||

Schedule Reminders:
 * I am free

Available times:
 * None. Busy doing nothing.
 * Always for C 10 H 12 N 2 O

Hours Completed:
 * I am free

Notes:

what is important to you as a guest? response: As a guest at [placement], the most important aspect is customer service and the interaction with the team members. With good skills such as communication and understanding, my order can be taken and prepared in a timely manner. However, the food is only one part of it as interpersonal skills is also crucial. I find that enthusiastic and friendly employees enhance the experience by putting both a cup of coffee in my hand and a smile on my face.

Making guests happy is priority. how can you do this response: I can help make guests happy by interacting with them in a friendly and welcoming manner. I would exercise my own interpersonal skills by greeting them warmly, ensuring that they receive the best service I can provide, and addressing any concerns that may arise. I would put myself in their shoes and treat them in the same way that I would want to be treated.

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Chemistry blog post: Kidney Stones and Equilibrium

__ [] __
 * Introduction
 * Kidney stones occur when there is constant buildup of substances in kidney aka Ca
 * Pain in belly and groin area follow with abnormal urine colour and blood
 * Dehydration is one of main causes, surgery sometimes required
 * Chemical equilibrium perspective
 * Calcium oxalate is common in kidney stone and build up is explained in eq shifts
 * Equation: **CaC2O4(s) <--> Ca[2+] (aq) + C2O4[2-] (aq).**
 * It breaks down into calcium ions and oxalic acid, Kidney stones are crystals of oxalate
 * Shift to left or right, depending on factors that affect the system incl eq shifts and le chateliers rinciple
 * Temperature, concentration, pressure, volume
 * Rxn very dependent on conc of calcium and oxalic acid
 * Changes in Equilibrium
 * Daily intake of foods rich in calcium or oxalate will cause shift
 * Final note
 * Decreasing calcium intake of body will actually increase likelihood of kidney stone as oxalate will be absorbed into the blood, increasing its concentration in the body causing a shift towards kidney stones and that's bad shit

__ [] __
 * Calcium bound to oxalate or phosphate, but calcium oxalate is much more prevalent of the two things, Hypercalciuria is excess calcium in urine and kidneys which causes it
 * Increased intestinal absorption of calcium, excessive hormone levels, renal calciyum leak can all lead to hypercalc
 * Prolonged inactivity also elads to hypercalc
 * Basically supports that increase in calcium in body leads to kidney stone formation, as defined by the equation above
 * Our focus is solely on calcium oxalate bc we don't want this to be too complicated

Investigate Textbook stuff too

Completed Tasks:

Bio Lab

Research

Introduction @http://www.theguardian.com/science/2009/may/24/dna-fingerprinting-alec-jeffreys

Conclusion @http://www.accessexcellence.org/RC/AB/BA/DNA_Fingerprinting_Basics.php @http://www.exploreforensics.co.uk/DNA-fingerprinting.html

Finished weeks ago 2/6/15

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Need to do notes for the biology thing the thing what do you call it oh right nervous system

lol

8.2 Structures and Processes of Nervous System Human system equipped to sense and respond to continuous change Nervous system performs vital function of regulating body structures and processes for homeostasis - Example: Vessels constrict in low temperatures for heat retention but constant constriction causes frostbite - Found in arctic peoples that the body gives slight dilation between periods of constriction to counter the effects of frostbite Monitors and controls automatic functions, learning, thought, and more being the most complex system Brain has billions of nerve cells, each capable of up to 10k connections

Overview of the System fig 8.6

Central Nervous System Brain and spinal cord; integrates and processes info sent by nerves Receives and sends messages to the peripheral nervous system

Peripheral Nervous System Somatic System - Sensory receptors in head and extremities, and nerves that carry sensory and deliver instructions to and from the CNS - Under voluntary control Automatic System - Controls glandular secretions and function of smooth and cardiac muscles - Involuntary control including peristalsis and heartbeat - Sympathetic and parasympathetic are divisions and work in opposition to each other to regulate these involuntary processes

Cells in Nervous System Neurons are basic structural and functional units - specialized to respond to physical and chemical stimuli to conduct electrochemical signals and release hormones for regulation - Tissues are called nerves Glial cells support the activity of neurons - Nourish the neurons, removes wastes, and defends against infection - Provide a supporting framework for all nervous-system

Structure of a Neuron Has many basic functions Specialized structures to enable transmission of nerve impulses Composed of dendrites, cell body, axon, and branching ends

++ okay so I covered that and other things im on the action potential thing? I don't even know I may or may not be doomed

Action Potential (subheading) Movement of electrical impulse along plasma membrane of an axon - Results in rapid change in polarity across the axon membrane as impulse occurs - Causes depolarization to occur (it is polarized when resting) -- when membrane potential is reduced to less than resting potential of -70 mV. - Inside of cell becomes less negative relative to outside of cell It's an all or none phenomenon - Needs to depolarize to a set level aka the threshold level to initiate - Threshold values can differ between neurons, but average is -50 mV Strong stimulus causes more action potentials over time or more neurons to fire - But does not actually increase the strength of the impulse Events of an action potential - Triggered when threshold reached - Voltage-gated Na channels open and allow Na ions to rush into axon down their concentration gradient -- Within less than a millisecond, enough Na rushes in to raise potential difference to +40 mV - Na channels close and K channels open and allow K ions to move down their concentration gradient out of the axon -- Membrane potential becomes hyperpolarized to -90 mV which is when K channels close - Na-K pump and small amount of natural diffusion repolarize the membrane to -70 mV - Refractory period where membrane can not be stimulated for a few milliseconds - Entire process continues down length of axon to end where it can initiate a response with the next cell (include fig 8.14 into review)

Myellnated Nerve Impulse (subheading) Nerve impulse consists of series of action potentials Axons are enclosed in a myelin sheath, but have exposed areas at regular intervals called "nodes of Ranvier" - Contain many voltage-gated Na channels used to depolarize membrane and elicit action potential Na ions move into cell and charge moves quickly to next node through the cytoplasm (+) charges reduce net negative charge inside axonal membrane when Na ions reach neighboring node of Ranvier Presence of (+) Na causes membrane at node to depolarize to threshold - Membrane pervious is in refractory, preventing impulses from flowing backward, only forward at 120 m/s - Occurs all the way to the end of neuron Jumping of one node causes the conduction of impulse to be called saltatory conduction coming from Latin for "jump" Unmyelinated neurons have continuous impulses instead - Release Na along each adjacent portion of membrane - it's a step-by-step conduction and is thus much more slower at 0.5 m/s

Signal Transmission across a Synapse Simplest neural pathways have at least two neurons and one connection in between Others involve thousands of neurons and impulse travelling to all places Connection between a neuron and effector (basically 2 neurons) is a synapse Neuromuscular junction is a synapse between motor neuron and muscle cell Impulse travels to the far end of axon until it reaches end called the synaptic terminal Gap between neurons is a synaptic cleft only about 0.02 micrometres wide - Neurotransmitters carry neural signal, action potential does not continue When potential reaches end of presynaptic neuron, impulse fuses intracellular sacs filled with neurotransmitters with axon membrane - Called synaptic vesicles, release contents into cleft by exocytosis - Neurotransmitters diffuse across synapse to reach dendrites of postsynaptic neuron, or effector's cell membrane -- Bind to specific receptor proteins in membrane, triggering ion-specific channels to open -- depolarizes postsynaptic membrane and, if threshold is reached, action potential is initiated fig 8.16

Neurotransmitters (subheading) Have either excitatory or inhibitory effects on postsynaptic membrane If excitatory, receptor proteins trigger ion channels that open to allow (+) to flow into postsynaptic neuron - slightly depolarized - Acetylcholine is an example as it excites muscle membrane, causing depolarization and contraction of muscle If inhibitory, potassium channels open which allows it to flow out - Results in hyperpolarization table 8.2 on 360

8.3 Central Nervous System

Structural and functional centre for entire system Receives

2/6/15

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Physics Lab 0.94 / 1.0 x 10^14 V/Hz ^multiply by 1.602 x 10^-19 (find the way to do the same with the uncertainty)

base result: 1.50588 x 10^-33 Actual value: 6.62606957 x 10^-34

The result should be something near 10^-33, magnitude of ten more than the actual value percent error:

[(theo - act) / act] x 100%

127.27%

finish like at least three weeks before 29/05/15

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Way to Glow Biology Lab All sections and oh geez does it have to be this long? (yes, ryan it does pls stop complaining) Honestly it's all research tbh anyways

Required: Title page Purpose (2-3 sentences) Introduction (4-6 paragraphs) > Biological Transformations > Bacterial Transformations Data and Observations > Two-page activity sheet > Picture of results Conclusion > Practical applications for genetic transformations (4-6 paragraphs) > Results of lab, sources of error, improvements Works Cited

it's so much?????? 4 paragraphs on bio transformations?????? okay okay break it down (Apr 29 - so in class there was mention of "gripe being sent on the wiki" and uh, i forgot i wrote this ^ here lol idk if it's referring to this but uh yeah awks hahahahah hi the lab was really fun ok bye [biology is really fun and cool])

Intro: Bio Trans > History, development > Examples of such, connect to bacteria Intro: Bac Trans > Development of such > Applications, tying it into the lab

Conclusion > Application in medicine, health > Application in agriculture and feedstock > Application in bioremediation > Sources of error and stuff about the lab

Intro

Biological transformations occur when external DNA is taken into the cell membrane of a given cell and incorporated into its own DNA. (How do I do this??)

Concluding paragraph < The E. coli bacteria successfully took up the pFG gene and incorporated into its DNA, resulting in bioluminescent bacteria, activated by ultraviolet light. A total of (x) colonies were produced, all of which exhibit the desired trait, with a percent yield of (y). While the yield was high, there are still sources of error. The largest potential for error is during the heat shock where the E. coli was subjected to a high temperature over a specific duration following incubation in the ice rack. This crucial step causes the bacteria to pick up the gene. If it did not stay long enough, the gene would not be picked up. Conversely, if it stayed too long, the DNA will denature and the E. coli will die. //[is there more??????] I NEED TO COUNT IT I HAVENT DONE THAT YET im kidding im a good student ill do that tmr when even is bio ? oh we dont have bio awks okay i got this// Thus, human accuracy and attention to detail is key for this lab, however automation would increase precision and maximize the yield.

introduction < In this lab, E. coli bacteria was combined with recombinant DNA (?) to produce bioluminescent bacteria. This clearly exhibits the possibilities of such biotechnology, which has already been applied to numerous different areas including medicine and health, agriculture, and bioremediation. Its use has improved the lives of many and allowed for easier access of goods and medicine to as many people as possible.

medicine and health - first parargraph < Quality of life and treatment options within the medical sector have been greatly improved due to genetic engineering and biological transformation technology. The main focus with this technology is towards hormone and protein production to aid with treatment of diseases. Insulin and human growth hormone were among the first to be mass produced by giving the gene for these hormones to E. coli bacteria (1). This proved to be beneficial as the traditional method for harvesting insulin involved extracting the hormone from a cow or pig pancreas, which would not be an exact replacement for humans. Having E. coli produce human insulin allowed for an exact replacement, thus improving the quality of life for diabetics (2).

Conclusion [medicine and health] (1) @http://www.infoplease.com/cig/biology/dna-technology-applications.html
 * Insulin and human growth hormone were among the first, cultured in E. coli bacteria
 * Lots after, including proteins and enzymes related to treatments of MI's and cancers
 * Vaccines are commercially prepared from recombinant hosts
 * Allows for just the shell to be replicated and then used to create antibodies
 * Original method involved actually injecting the person with the virus (probs uknow)
 * Transgenic animals for enzyme and protein production
 * Process is same as bacterial, but it involves manipulating the egg, yknow

(2) []
 * Insulin production
 * Used to come from cow or pig pancreas, but was stopped bc large quantities are needed and this insulin is not close to the insulin that humans need; antibodies could be produced
 * Human Growth Hormone production
 * used in treatment where children have growth issues, pituitary dwarfism
 * original source was from the pituitary glands removed during an autopsy, exists only in brain and liver
 * such high demand for 2x/wk until age 20 injections, needed a better supply
 * Anti-cancer, anti-aging agents were also extracted

(3) []
 * Proteins can be purified from blood, but can carry risk of contamination

[agriculture and food production] (4) []
 * Improve yield and profitability by improving crop resistance to insects and herbicides also by delaying the ripening of the crop for transport
 * Weed competition was eliminated
 * Enzymes can be produced to destroy or immobilize unwanted herbivores
 * Others increase nitrogen fixation (important nutrient)
 * Not yet implemented but the hope is that it can be introduced into crops
 * Animals can be modified to produce more product whether it be meat, milk, or wool, and to improve their own functions overall

(5) []
 * bovine growth hormone to boost milk production in cows
 * myostatin mutation causes heavy muscling in cows also
 * improving photosynthesis in crops
 * increasing tolerance to frost, drought, increased salinity, increased nutritional value
 * new potato from monsanto which has genes to express protein toxic to the Colorado potato beetle
 * alleviates crop loss, saves pesticide cost, and reduces environmental contamination
 * sub-freezing and drought tolerances in crops have had a great impact on agriculture in developing countries

[bioremediation] (6) []
 * metabolism of organisms changed to absorb and degrade waste/hazardous material
 * Sewage plants can use engineered bacteria to degrade organic compounds into non-toxic substances
 * waste dumps or oil spills
 * many bacteria can extract heavy metals from surroundings and convert them into recoverable compounds

Sources

Moved to document on i dont even know when, it was moved, trust me.

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Review Notes for Bio Ch 6.2 to 7.2 Test

Translation

Molecules Involved

Transfer RNA (tRNA) Composed of single strand RNA that folds into a 2D cloverleaf shape Three stem loops and a single stranded region that folds into a 3D boot shape Stem loops: Double stranded RNA that form through intramolecular base pairing Has two functional regions: - Anticodon loop: 3 nucleotides that is complementary to specific mRNA codon - Acceptor stem: 3' single stranded region where amino acid is attached [consider picture of the tRNA molecule] aminoacyl-tRNA synthetase enzymes are responsible for attaching amino acid to tRNA - twenty different enzymes for each amino acid

Ribosomes Composed of two subunits with each composed of different proteins and rRNA Binding site for mRNA and three binding sites for tRNA - allow complementary base pairing between mRNA and tRNA There can be a line of ribosomes that take and bind the mRNA to make multiple polypeptides

Molecular Events Require tons of energy to go forward bc of bonds made Involves mRNA being threaded through ribosome with codons of mRNA base-pairing with tRNA that carries the need amino acid

Initiation Initiation factors assemble everything to get it together to start protein synthesis First tRNA that binds to codon is the UAC or initiator codon which makes methionine - sets the reading frame which dictates how the rest of the sequence will be read Three binding sites for tRNA in the ribosome - Peptide (P): contains tRNA with growing polypeptide attached to it -- Initiator tRNA with AUG/UAC methionine binds here instead of A - Amino (A): contains tRNA with next amino acid in the chain - Exit (E): empty tRNA is attached and ejected here

Elongation Where protein synthesis occurs Polypeptide becomes longer, one amino acid at a time After initiator codon, the A site is occupied with tRNA with anticodon that pairs with next three mRNA mRNA moves along and complex becomes associated with the P site of ribosome Sequential addition of amino acid can be summarized in four, succinct steps (I don't know if I used it right but it sounds cool) [diagram on p259] - has the four steps already

Termination Begins when stop codon on mRNA is reached Protein called Release Factor cleaves polypeptide from last tRNA Polypeptide will fold to its 3D shape, ready to carry out activities

Completed sometime last week of April, who knows Trasnfered sometime between then

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something oh right we need to do the thing the something reflection for Innovation okay lehgo

What I learned People are drawn towards loud voices and enthusiasm I have this enthusiasm to get them curious about the activity and science People will not Attention span is very limited as after three questions they zoned out They hate being lectured too - facial expressions show this Some contributed their own little thing > What grows up while growing down? A goose Most are drawn only to view and participation is at a minimum It is important to pay a lot of attention when they do participate Must be adaptable to different situations

What worked well Many of the quick, verbal tricks went as expected Nearly all age groups comprehended and responded properly The cart was very distinctive and attracted a lot of attention Guests would laugh at how they get an obvious question wrong, they didn't feel offended Large group management and voice projection to include everyone

What didn't work well A few children were shy and did not respond to the questions The long "Denmark" question was too long, led to loss of guest interest and attention

What did you adjust Introduction as we asked them to come over, we switched to questions > Do you like brain tricks? Do you want your mind blown? Would you like to learn about biases? Some children were very shy and did not respond at all to the questions > We switch the questions from verbal-type to visual-type where they point instead, leading to better interaction

Points of Improvement

transferred to google doc [group] A16

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Question one Enthalpy for two: -136.90 kJ Enthalpy for three: -418.91 kJ

Assumptions: System is isolated All energy is kept within Thermal energy exchanged from calorimeter to other objects is ignored Resulting solution retains the properties of water: same density and specific heat capacity Process takes place under constant pressure

Question two and three Thermal equations using delta h notion, use right values See sheet

Question four -6.47 percent so deficit

Question five - sources of error Values could be slightly off due to the exchange of heat between the surroundings and the solution. The heat released could be felt from the outside of the cup, indicating that it is being transferred to the surroundings. Thicker insulation could be used to ensure that more of the heat is retained within the cup, leading to more accurate values. A better designed lid would allow for easier access to the contents of the cup which would minimize the risk of spilling the reactants and stirring the contents would become easier as well.

Conclusion The resulting enthalpy of magnesium combustion of -567.81 kJ is close to the theoretical value of -607.10 kJ, showing that the experiment was successful with an error of only -6.47 [percent]. This value was calculated by applying Hess's law to three different reactions which include solid magnesium oxide reacting with aqueous hydrochloric acid to produce aqueous magnesium chloride and liquid water; solid magnesium reacting with aqueous hydrochloric acid to produce aqueous magnesium chloride and gaseous hydrogen; and gaseous hydrogen reacting with gaseous oxygen to produce liquid water. All three reactions are exothermic. The enthalpy change for water formation, -285.8 kJ, was given while the enthalpy for the first two reactions was determined experimentally as -136.90 kJ and -418.9 kJ respectively.

Copied and submitted A15

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A10 0120 completed, email via pdf

Toronto Rotary Beach Scholarship thing idk if i even got the word right 500 words on how I've followed the theme of "service above self"

Well I do a lot of stuff - intro, follow schulich - body1: CLG - body2: OSCSS + CLG continuity - conclusion

Community service and leadership are areas that are often dominated by presentation of self, especially on social media. The individual involved exhibits exactly how and why they are part of a group or why they are volunteering at a certain place. However, this is a poor quality and is not what the focus should be. Rather, focus on the actual service is much more important. This theme of putting the service above the self is key in successful leadership and a positive mindset. I have demonstrated this trait often in my efforts in Neil McNeil's Catholic Leadership Group and my enrollment in the Ontario Science Center Science School. I put my service above myself and I make sure that I put my best effort into all my work.

I have been part of Neil McNeil's Catholic Leadership Group since grade eleven. As a joint effort with Notre Dame High School, the group organizes and facilitates educational and inspirational retreats for elementary students. Since I joined, I have focused on how I can benefit the group and how I can contribute to making an excellent retreat. I have created numerous presentations, put together music, and led conversations with the younger students. Now, as a team leader, I oversee the entire group and make sure that everyone is keeping up. I also make myself available to teach or go over their task or a part of the retreat if they have any questions about it. In this group, I have always centered my focus on making the best retreat possible for the students and for the student leaders. The result is always an educational, fun, and memorable retreat.

For my last semester of grade twelve and of high school, I was given the privilege to study at the Ontario Science Center Science School. Besides learning science, I lead activities and assist in programs for the guests, many of whom are elementary students. These range from an interactive activity to an hour-long class for the students. As a student host, I make sure the students are well informed and are enjoying the activities. However, being a host at the Science Center is more than just presenting information. I learn from the students as well and I pay attention to their own input and incorporate it into what they are doing. I ask them thought-provoking questions and guide them through their journey rather than show how much I know and understand. This, in turn, allows the students to grow in their own understanding and have them see that they too are scientists.

I place higher importance on the effectiveness and delivery of my involvement in these areas rather than the quality or status of my position. I work on making the interactions during the retreats, activities, and programs as seamless, enjoyable, and insightful as possible. It is through this theme of service over self that allows me to achieve such interactions and focus on life as a whole rather than centered on me.

template: A leader is a superior individual who dictates orders to his or her followers. A great leader, however, is someone who is able to learn from others and lead by following. This leader guides others instead of using commands and he or she takes something and learns from the experience. Through my extracurricular activities and academics, I have showed that I am capable of these qualities and that I possess the skills to be a great Schulich Leader.

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Chem lab disc

Calcium Chloride Initial: 22 Final: 54 Exothermic Hot pack Would be great

Sodium Chloride I: 22 F: 19.8 Endo Cold pack Would be horrible

Ammonium Chloride I: 22 F: 7 Endo Would be great

2 I know it's exo thermic bc it feels hot (hot damn) I know it's endo bc it feels cold (cold damn) [don't believe me jjust watch] What else must I say?????????????? Change in temperature???

3 [p]

4 Hot and cold packs work by breaking a seal between the water and the salt contained in the pack. Vigourous shaking would cause the salt to be dissolved into the water, resulting in an exo or endo Heat is then released or absorbed an then it can be use what else must io say honestly though what is this lab let's do explosions or something yknow pls

moved to doc A9

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QCSYS Application thing (submitted) 500 words as to why I would be an ideal candidate for this thing

- intro - passion for science - interest in cryptology - leadership - conclusion

nts - omit SHSM, make more general. could just mention the thing bc reference letter will talk about the thing - shorten, concise

Science has been one of my passions for as long as I can remember. As a child, I made homemade experiments and I was always curious about the world. This curiosity and desire to learn has stayed with me throughout my schooling career. This ranges from studying the sciences at Neil McNeil to studying at the Ontario Science Center (OSC) for a semester. Cryptology has also been an area of interest for me, but I had no opportunities to explore. Besides academics, I am also involved in leadership groups, which helped build my interpersonal skills. Thus, my deep interest in both science and cryptology and my leadership involvement make me an ideal candidate for the Quantum Cryptology School for Young Students.

The world is a mysterious place, but science attempts to make sense of the mystery. The areas investigated and the experiments conducted in my classes always fascinates me. From cellular processes to atomic behaviour, I always find it interesting. I have focused on biology for most of my education, but I want to explore the field of physics and quantum mechanics to broaden my understanding and appreciation for science. As a grade twelve student, I have been given the great privilege of studying at the Ontario Science Center. I joined this school to further my passion while interacting with visitors. I inspire and entice their scientific curiosity through fun activities and workshops. I enjoy mysteries and I always had an interest for hidden, coded messages and data encryption. Like the world, this is a mystery that I seek to understand and I believe that this program, which compounds both areas, will effectively further my fascination for science and introduce me into the world of cryptology.

Throughout high school, leadership has been interwoven into nearly everything I do. I participate and am able to work well with others to solve problems. My leadership is best articulated with my participation in Neil McNeil's Catholic Leadership Group. I am an overall leader who guides thirty student leaders towards creating an inspirational retreat for elementary students. I guide them in developing presentation, public speaking, and communication skills to interact with the young students. All the skills I acquired from this group were transferred to the OSC where I excel in all areas. I hope to bring these skills to the QCSYS so that I can contribute to the positive experience for myself and everyone else.

The QCSYS explores science and cryptology and encourages the continued learning of curious students. My background interest and knowledge will allow me to better appreciate the entire program and my desire to learn will keep me engaged. My involvement in leadership positions will allow me to adapt and communicate well with other students. I believe that I am an ideal candidate for this school and want to take this opportunity explore quantum mechanics and cryptology. I will take what I learn here use this experience to enrich my understanding and passions as I go forward in life.

> ORIGINAL

Science has been one of my passions for as long as I can remember. As a child, I made various homemade science experiments and I was always curious about the world around me. This curiosity and desire to learn of the world in terms of science has stayed with me throughout my schooling career. This ranges from being involved in a Specialist High Skills Major (SHSM) at Neil McNeil to studying grade twelve biology, chemistry, and physics at the Ontario Science Center (OSC) for a semester. Cryptology has also been an area of interest for me since I was a child, but I was not able to develop it as much as my passion for science. Besides academics, I am also involved in leadership position and groups within my schools and within the community, which helped develop my interpersonal skills. Thus, my background and deep interest in both science and cryptology, as well as my involvement to leadership, make me an ideal candidate for the Quantum Cryptology School for Young Students.

The world is a mysterious place, but science attempts to make sense of the mystery. The areas investigated and the experiments conducted in my science classes never fail to poke my interest and intrigue me. From the cellular processes to atomic behaviour to [something physics], I always find it interesting and thought provoking. The Health and Wellness SHSM at Neil McNeil allowed me to explore the healthcare field, the human body and the way human systems worked. We were introduced to the field and had a variety of opportunities. While the main focus of this program was towards biology, I want to explore the field of physics and quantum mechanics to broaden my understanding and appreciation for science. As a grade twelve student, I have been given the great privilege of studying at the Ontario Science Center. I joined this school to further my passion for the sciences while interacting with visitors. I inspire them in their own interest for science through fun activities and workshops designed to entice the visitors' curiosity. I enjoy mysteries and I always had an interest in hidden messages and data encryption. Like the world, this is a mystery that I seek to understand and I believe that this program, which compounds both areas, will greatly benefit me and develop my appreciation for both science and cryptology.

Throughout high school, leadership has been interwoven into nearly everything I do. I help contribute ideas in the classroom and am able to work well with others to solve problems. My leadership has been best articulated with my participation in Neil McNeil's Catholic Leadership Group. I am an overall leader who guides a group of thirty student leaders towards creating an educational and inspirational retreat for elementary students. I guide them in making meaningful presentations, organizational skills, public speaking, and communicating with the students in small groups. All the skills I acquired from this group were transferred to the OSC where I excel in all areas. I hope to bring these skills to the QCSYS so that I can contribute to the positive experience of myself and everyone there.

The QCSYS explores science and cryptology and encourages the continued learning of curious students. My background interest and knowledge will allow me to better appreciate the material and the experiments performed. My involvement in leadership positions will allow me to join, adapt, and communicate well with other students. I believe that I am an ideal candidate for this school and want to take this opportunity to broaden my appreciation for quantum mechanics and for cryptology. I will take what I learn here and use it as a positive tool to [SOMETHING, BIG BIG]

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Ethanol Fermentation and Fuel Production Glucose is main fuel for many organisms But stuff from fermentation still have energy, which can be used for human fuel Ethanol released from yeast bc it is toxic to them, but can be burned as fuel - used for early internal combustion in cars and engines Ethanol fuel research increased in the late 1970s when there was a shortage in petroleum reserves - environmental concerns was also a factor in this increased research Common for gasoline is 10% ethanol mixed in Brazil is current leader in ethanol fuel production - some cars in brazil burn on pure ethanol or on various proportions of gasoline and ethanol

Chapter 4: Photosynthesis

4.1 Light Dependent Reactions

__Intro 1__ Transforms energy from sun into chemical energy stored in high energy molecules Only an estimated 1-2% of the sun's energy is harnessed for this process Lots of glucose and other high energy molecules are made - 1.4x10^15 kg is the figure given Much of glucose produced by plants is converted to cellulose (cell walls) query: what is it stored as? sucrose? Carbon dioxide and water (+ energy) produces glucose and oxygen

__Intro2__ Light-dependent: light energy is trapped to create ATP and NADPH (like NADH) Light-independent: energy of ATP and reducing power of NADPH Is used to make glucose Water enters the plants through roots and is transported through veins Carbon dioxide enters through the stomata (pores in the leaves) Above components diffuse into the cell and into the chloroplast where photosynthesis occurs Typical leaf: 500k chloroplasts per sq mm; one cell: 40-200 chloroplasts Thylakoid: flattened disk sacs that contain the molecule that absorbs solar energy - stacks of such are called grana Surrounding grana is the stroma which contains enzymes that catalyze components into glucose


 * Absorption of Light Energy**

__Photons__ Packets of energy that matter absorb they have energy and is associated with a specific wavelength (colour) long wavelengths have low energy (red) while short wavelengths have high energy (blue) electrons can absorb photon only if it has enough energy to move up the req levels

__Pigments__ compound that absorbs certain wavelengths while reflecting others (one we see) photosynthetic pigment captures light energy and passes it to other compounds Pigments in thylakoid absorbs light when sunlight is available, initiating light-dep reactions Chlorophyll is most common pigment and reflects green light, absorbing all others - two types of chlorophyll covers nearly entire spectrum Beta-carotene is another pigment in leaves and reflects orange light (carotenoids) - there are other ones like this, reflecting other colours, responsible for autumn leaves

__Photosystems__ Chlorophyll and other pigments work in clusters and is associated with certain proteins - embedded in the thylakoid membrane Core group of such is a photosystem When pigment takes light, it sends it to the reaction center which is a unique pair of chlorophyll molecules associated with a group of specific proteins Antenna complex surrounds the reaction center and is responsible for funneling energy to the center When energy is received by rc, an electron from it becomes excited and has enough energy to pass to an electron-accepting molecule Photosystem I: Reaction center is P700 (absorbs this wavelength) Photosystem II: Reaction center is P680 Sequence is II and then I because scientists are kinda stupid, thanks bill nye

Often called a Z diagram because of the shape of energy flow through the system
 * Light-Dependent Reactions**

__Step One__ P680 molecule absorbs a light photon and excites an electron Electron leaves to acceptor and it becomes P680+ P680+ pulls electrons from water with help of a water-splitting complex which holds it Electrons are stripped and passed to an electron carrier Hydrogen ions are kept in the thylakoid space Oxygen ions form its diatomic molecule and is released Happens more than 200 times a second

M10 - Moved to document

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Esters Lab: Discussion + Conclusion

__Discussion Questions__ 1) A new product was formed because a new, distinct smell was produced after heating it. Also, the powdered acid disappeared from the test tube, showing that a chemical change occurred as it did not dissolve in the beginning.

2) The function of the acid was to serve as a catalyst and speed up the reaction process through lowering the activation energy of the reaction. Four drops is sufficient because it is a highly concentrated solution which would provide enough molecules for the catalyzation process.

3) The benzene-based acids, salicyclic and benzoic, were solid and did not dissolve in the alcohol. Mixing the two substances did not help either. Based on the molecular structure of the benzene-based acids, the structure is primarily non-polar and does not readily dissolve in water. Even if the carboxyl group is polar and makes most other parent chains polar, its effect is minimized by the size of the benzene ring.

__Research Questions__ 4) It is easy to detect the odours of esters because of its similar structure to aliphatic hydrocarbons. They are held together by weak London dispersion forces and are gases at room temperature, allowing them to reach a person's nose rather easily. The compound then binds to receptors in the nose which send signals to the brain. Moreover, adding water to the mixture would make the ester's smell more pronounced as it is insoluble in water, thus making a thing layer on the surface while the excess carboxylic acid and alcohol dissolve into the water which eliminates their scent.

Source used: [] @http://chemistry.stackexchange.com/questions/22071/why-do-esters-actually-smell

Source: __ [] __ __ [] __ __ [] __ (Esters in water)

5) Alcohols are not considered a base because they do not release a hydroxide (OH-) ion into the aqueous environment. This is because the hydroxyl group is covalently, instead of ionically, bonded to the rest of the molecule.

Source: Base knowledge from old stuff

6) Synthesized esters do not always match natural odours because of the limitations in the synthesis. Unlike the experiment carried out, natural scents are composed of many different chemicals affecting the olfactory system at once. This lab created only one component of that scent. Moreover, the excess reactants in the synthesis cause more scents to be omitted, thus conflicting with that of the ester, further distancing itself from the natural scent of which it was trying to replicate.

No source used

Source: __ [] __ __ [] __

7) [p] Points: 1 - Beneficial + Neg effs of fragrances on environment 2 - Reactants used to make fragrances (omit) 3 - How fragrance use affect health 4 - One article on the issue Article: http://www.reuters.com/article/2014/02/13/lk-perfume-eu-idUSL5N0LI4BQ20140213|
 * (Pos Health Link)
 * widespread, everywhere, can't escape at all from them you know
 * Benefits: cover up nasty smells and makes people feel better, social environment and perception is improved
 * Water quality is severely affected as it is often untreated with the constantly gaining chemicals, thus accumulatioon, this increases the spread and may have adverse effects on people, animal, and plant life.
 * Breathing in the chemicals in the stuff can cause headache, dizziness, irritation (ethanol, acetone, etc etc
 * Asthma attacks and severe irritations can also occur in individuals, also allergic reactions
 * Unscented also can mean that there's a masking agent ie stuff is still there
 * (1 - Positive Health link)
 * Chronic poisoning, accumliation in the fa
 * some hit DNA, sperm, living tissues
 * Infant can get tons of the stuff and breakdown products of scents can be toxic, built to last
 * they will cling to your clothes
 * Can alter brain flow, BP, pulse, mood, and trigger migraine headaches
 * Disruptions in respitatory, hormon development
 * EU proposes tighter regulations on perfume ingredients
 * Changes include
 * Forcing full ingredients list on products
 * Banning of several chemicals known to cause severe allergic reactions
 * Severe negative effects for the fragrance industry
 * Overall aim is to increase the safety of all those living in Europe and going forward without having to worry about any allergic reactions

5 - Write: should scent-free policy be implemented based on your research? Schools and should move to implement a scent-free policy because of the various negative consequences that follow with the use of such fragrances. The chemicals used to make these pleasant odours can cause reactions in the body such as headaches, dizziness, and irritation. In the school environment, this could result in a decline in student focus, attention, and performance because they would be bothered by these reactions. Moreover, some individuals have serious allergic reactions to these chemicals which may result in asthma attacks or even death. While pleasant fragrances can be beneficial to a social environment and make interactions more inviting, the chemicals would have a negative effect on the natural environment, especially in water and air quality. This means that even if only students used fragrances, the harmful chemicals could still travel and affect other people and also accumulate in animals and plants which can disrupt natural food chains and ecosystems. As a result of these negative effects, the European Union, in early 2013, proposed to impose tighter regulations on perfume manufacturers and ingredients. The changes include enforcing ingredient lists on all perfume products to inform chemical-sensitive consumers about potential allergens and banning select chemicals that are known to cause allergic reactions to a large portion of the population. This change would be very beneficial to students in Europe as less people would be affect by such irritants and they would stay focused. This change, however, is over an entire continent. Schools can move to implement scent-free policies and work with students to eliminate these harmful chemicals in their community.

Source:

1 - __ [] __ __ [] __ __ [] __

2 - __ [] __ __ [] __

3 - @http://www.medicalnewstoday.com/articles/17663.php

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Assignment from Vishnu - DO DURING SPARE, F24 Prompt: Reflect on something you've done in the past and apply what you've learned. Explain also how you can improve that. Also, talk about how you can apply said skills during your work with the OSCSS.

Thing I did: - CLG small groups, I used to really put out facts and pushing it into face and yeah - most of it was lecture based, not centered around activity and movement

How I can improve: - ask more questions, guide them instead of lecture them, know that they can only take so much - Doesn't matter how much you know until they know how much you care

Apply to sci center: - do same for guests, guide them on their journey to science instead of dictating it for them - learn through play

Goal: Two short paragraphs, 12, 3.

< I am part of a leadership group at Neil McNeil whose focus is to prepare an inspiring and educational religious retreat for elementary students. I have been part of this group for two years as both a member who attends the weekly meetings and an overall leader who facilitates the weekly meetings. During the retreat, we interact with the younger students through what is called "small groups" where we sit in a circle of about five to eight students and discuss their thoughts about a given topic, a skit, a presentation, or anything they want to talk about. After the lessons from Vishnu during Innovation period, I was, with the class, introduced to the idea of guiding OSC guests on their journey of science and letting them lead instead of dictating the path for them. In essence, we are called to lead by following. We also learned about how questions unite while answers divide. Applying this to my experience in the small groups, I found that I have not been guiding the students in their journey of faith and instead have been dictating my own thoughts without using many questions. Going forward with this group, I will improve the way I interact with students and pass on this valuable lesson towards my group members. Putting this into practice would most likely cause the younger students to open up and take more from the experience by leading themselves as the leaders guide them.

< The Science Center sees hundreds of guests per day and I, as a student, am expected to interact with these guests through various activities and school programs, which I participate in willingly. Taking from Vishnu's workshop, I will apply all those lessons to my interactions here in the center by guiding the guests, just as I do with students in my leadership group, and showing them their scientific journey. I would ask questions to attract their attention and make them think instead of yelling out the answer and showing off my vast, but limited, knowledge on the topic. One of the lessons was on keeping a happy face and leaving a lasting impact on the guest. Using this, I would greet the guest in a happy and cheerful manner and say goodbye in the same way. This is also involves acknowledging everyone during a program or activity which I know I can do well. Throughout my enrollment in the science center, I will continuously reflect back on these lessons and ask myself if I am following them and if I am leaving a lasting, positive impact on the guest.

im done, yes, finally hahahahahahahaha all done in twenty minutes, how great am i someone give me a round of applause and maybe some food too im kinda hungry missuac CHEM LAB NOW. ESTERIFICATIONNN - head hurt after lab, nose stuffy, all the fumes were horrible.

F24 - Moved to document.

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Schulich Scholarship Essay Outline Prompt: "An essay of up to 600 words describing why you would make a great //Schulich Leader"// Due F23

Paragraph: < A leader is a superior individual who dictates orders to his or her followers. A great leader, however, is someone who is able to learn from others and lead by following. This leader guides others instead of using commands and he or she takes something and learns from the experience. Through my extracurricular activities and academics, I have showed that I am capable of these qualities and that I possess the skills to be a great Schulich Leader.
 * Intro: I would make a great leader
 * Broad Statement ||  || Some vague thing on being a leader, idk, something to capture them like a red herring that gets caught in a faulty argument. Bad comparison. Anyways. ||
 * Three Points ||  || Involvement in places of leadership, and I have the skillset that make me stand out, well versed in many areas ||
 * Thesis Statement ||  || I'm the coolest guy and deserve the $80,000. Basically. ||


 * [re-read, consider adding more]**

Grade eleven year I was a mere member but rose to lead the entire group in areas of public speaking, music ministry, and creating a memorable social. Became overall leader in grade twelve where I, with three others, lead a group of thirty to organize and deliver retreats to students. Teach basic skills and guide them in what needs to be done. || my hobby is playing badminton with me in the thing for one year, the team, and then transfer into the music bc reasons I still play after a while but not as much anymore || Paragraph: < Throughout my four years of high school, I have been involved in a variety of activities which have allowed me to use and develop my leadership, communication, and interpersonal skills. These essential skills are best articulated in my involvement with Neil McNeil's and Notre Dame's Catholic Leadership Group which meets every Friday to organize an educational and inspiring full-day retreat for elementary students. In the group, I am an overall leader who works with three others to guide a group of thirty student leaders in preparation for such retreats. I teach them how to develop their own skills, create effective presentations, approach and speak with younger students. I have also led and worked with a team who worked together to create a memorable end-of-year social for the entire group.
 * Point 1: Extracurriculars
 * Opening ||  || leadership ||
 * Supporting ||  || CLG, lead into Fatima ||
 * Analysis ||  || Catholic Leadership Group. Co-led by students at Notre Dame CSS and Neil McNeil CSS. Lead educational retreats for grade sevens and eights. Meet every Friday and they create different aspects of the thing.
 * Sup 2 ||  || Music and slight input into sports ||
 * Analysis 2 ||  || commitment to music program included three bands and stuff and lots of playing and tenor saxophone and something like that
 * Concluding ||  ||   ||

< I have also been involved in the music program at Neil McNeil for four years as a tenor saxophonist. I was part of the concert, jazz, and sax quartet performance groups and I attended rehearsals three times a week, which allowed me to perform in a wide variety of venues such as community events, seasonal concerts, parades, school events, and more. Another interest of mine is badminton. I have played for many years and occasionally play with friends. I used to be on the badminton team but left to focus more on music, which is my primary interest.

< My activities have shaped my character into someone who is adaptable to different settings and someone who strives for excellence in all areas.

Leading activities for children, ranging from small short puzzle activities to longer programs for school children ranging from K-8 (verify). Last bit is more of co-hosting. Have not yet accomplished, but will be involved with this in the following weeks. || Paragraph: < Regardless of my busy after-school schedule, I still manage to keep up and excel in my academics studies, maintaining an overall average of above ninety percent. I have always dedicated a significant amount of time towards my studies while participating in a wide range of activities. I participate and complete all my assignments on time. Moreover, I am part of the Math-Science-English (MSE) and Health and Wellness Specialist High Skills Major (SHSM) programs at Neil McNeil which both focus on furthering both academic excellence and leadership skills in the school and community. **[short bit on MSE]** The SHSM program allows me to build on my interest in the health sector, develop my understanding of health professions, and experience the health-based workplace through a two-credit coop. Both these programs tie together what I have learned and allows me to expand my boundaries.
 * Point 2: Academic excellency
 * Opening ||  ||   ||
 * Supporting ||  || Science Center ||
 * Analysis ||  || Place where you learn science and interact with guests. Interaction varies per day and on what I need to do. Helping the guests on a journey, as mentioned in a workshop I was in (ties with Vishnu's lessons)
 * Sup 2 ||  || MSE, SHSM, High marks ||
 * Analysis 2 ||  || I have always payed a lot of attention to my studies, no matter what, despite any activity I do, I focus on it. I'm part of specialist programs in my school which further my understanding and leadership skills in the school and community. I am able to find balance in all of it and I get everything done on time ||
 * Concluding ||  ||   ||

< Currently, I am studying biology, chemistry, and physics at the Ontario Science Center Science School. Besides studying, I regularly interact with guests through small programs and workshops. I have been taught that I help them on their own journey of science instead of blatantly showing them the facts. I interact with them in a way that guides them to their destination and instead, they lead the program and contribute their own thoughts and actions to the overall picture. As a result, I find myself learning more than I teach and I further exercise my skills of adapting to each guest's personal interaction. In addition, I still attend CLG every Friday.

< From these advanced and enriched experiences, I am able tie together my academics to the world as a whole which broadens my understanding and skills as a leader.

Paragraph: [omitted because of space issues; blending this with the other two, traces]
 * Point 3: Skills, incl willingness to grow and adapt
 * Opening ||  ||   ||
 * Supporting ||  || Management of activities and time, organizational ||
 * Analysis ||  || With all my activities going on in the science center, I'm still able to attend the weekly meetings for CLG and lead a group towards their upcoming retreat. I am able to find balance in all the activities I do while keeping track of due dates and handing everything in on time. I keep everything organized and only take on what I am able to in my schedule. ||
 * Sup 2 ||  || Willingness to always adapt, learn, lead by following. ||
 * Analysis 2 ||  || I do not believe that being a leader is solely taking a group and ||
 * Concluding ||  ||   ||

Paragraph: < I always search for new challenges and places to develop my skills, talents, and interests. I am involved in several programs and activities that center around excellence and leadership, all of which taught and continue to teach me how to lead by guiding instead of lead by dictating. It is through these qualities that make me a great Schulich leader. As I move onward to university, I will use my qualities and leadership skills to adapt to a new environment and create a meaningful difference whether it be on campus, in the classroom, or with my peers.
 * Conclusion: Scribo ergo sum magnus (Thanks, Descartes)
 * Thesis Reworded ||  || [Something intelligent] ||
 * Three Points ||  || I am involved in many things, and possess the leadership skills required to excel and qualify for such a title and scholarship. ||
 * Final Remarks ||  || Descartes agrees with me. Stop laughing. ||

Combined essay:

< A leader is a superior individual who dictates orders to his or her followers. A great leader, however, is someone who is able to learn from others and lead by following. This leader guides others instead of using commands and he or she takes something and learns from the experience. Through my extracurricular activities and academics, I have showed that I am capable of these qualities and that I possess the skills to be a great Schulich Leader.

< Throughout my four years of high school, I have been involved in a variety of activities which have allowed me to use and develop my leadership, communication, and interpersonal skills. These essential skills are best articulated in my involvement with Neil McNeil's and Notre Dame's Catholic Leadership Group which meets every Friday to organize an educational and inspiring full-day retreat for elementary students. In the group, I am an overall leader who works with three others to guide and teach a group of thirty leaders how to develop their own skills, create effective presentations, and approach and speak with younger students in preparation for such retreats. I have also been involved in the music program at Neil McNeil for four years as a tenor saxophonist. I was part of three performance groups and attended practice three times a week. This allowed me to perform in a wide variety of venues such as community events, seasonal concerts, parades, and more. My activities have shaped my character into someone who is adaptable to different settings and someone who strives for excellence in all areas.

< Regardless of my busy after-school schedule, I still manage to excel in my academics studies, maintaining an overall average of above ninety percent. I have always dedicated a significant amount of time towards my studies despite participating in a wide range of activities. Moreover, I am part of the Health and Wellness Specialist High Skills Major (SHSM) program at Neil McNeil which focuses on furthering both academic excellence and leadership skills in the school and community. The SHSM program allows me to build on my interest in the health sector, learn about health professions, and experience the workplace through a two-credit coop. This program ties together what I have learned and allows me to expand my boundaries. Aside from my enrollment at Neil McNeil, I am currently studying biology, chemistry, and physics at the Ontario Science Center Science School. Besides studying, I regularly interact with guests through small programs and workshops. I have been taught to guide them on their own journey of science instead of blatantly showing them the facts. As a result, they lead the program and contribute their own thoughts and actions to the overall picture. I also find that I learn more from them than I teach, making the interaction a two-way street. From these advanced and enriched experiences, I am able tie together my academics to the world as a whole which broadens my understanding and skills as a leader.

< I always search for new challenges and places to develop my skills, talents, and interests. I am involved in several programs and activities that center around excellence and leadership, all of which taught and continue to teach me how to lead by guiding instead of lead by dictating. It is through these qualities that make me a great Schulich leader. As I move onward to university, I will use my qualities and leadership skills to adapt to a new environment and create a meaningful difference whether it be on campus, in the classroom, or with my peers.

Revision with Angel's proofread:

< A leader is a superior individual who dictates orders to his or her followers. A great leader, however, is someone who is able to learn from others and lead by following. This leader guides others instead of using commands, and he or she learns from the experience. Through my extracurricular activities and academics, I have showed that I am capable of these qualities and that I possess the skills to be a great Schulich Leader.

< Throughout my four years of high school, I have been involved in a variety of activities which have allowed me to use and develop my leadership, communication, and interpersonal skills. These essential skills are best articulated in my involvement with Neil McNeil's and Notre Dame's Catholic Leadership Group which meets every Friday to organize an inspiring full-day retreat for elementary students. In the group, I am an overall leader who helps guide and teach a group of thirty leaders how to develop their own skills, create effective presentations, and approach younger students in preparation for such retreats. I have also been involved in the music program at Neil McNeil for four years as a tenor saxophonist. I was part of three performance groups and attended practice three times a week. This allowed me to perform in a wide variety of venues such as community events, concerts, parades, and more. My activities have shaped my character into someone who is adaptable to different settings and who strives for excellence in all areas.

< Regardless of my busy after-school schedule, I still manage to excel in my academics studies, maintaining an overall average of above ninety percent. I have always been dedicated to my studies despite participating in a wide range of activities. Moreover, I am part of the Health and Wellness Specialist High Skills Major (SHSM) program at Neil McNeil which focuses on furthering both academic excellence and leadership skills in the school and community. The SHSM program allows me to build on my interest in the health sector, learn about health professions, and experience the workplace through a two-credit coop. This program ties together what I have learned and allows me to expand my boundaries. Aside from my enrollment at Neil McNeil, I am currently studying biology, chemistry, and physics at the Ontario Science Center Science School (OSCSS). Besides studying, I regularly interact with guests through small programs and workshops. I have been taught to guide them on their own journey of science instead of blatantly showing them the facts. As a result, the guests lead the program and contribute their own thoughts and actions to the overall picture. I also find that I learn more from them than I teach, making the interaction a two-way street. In addition, despite my enrollment at the OSCSS, I still attend CLG every week and involve myself in activities at my home school. From these advanced and enriched experiences, I am able tie together my academics to the world as a whole which broadens my understanding and skills as a leader.

< I always search for new challenges and places to develop my skills, talents, and interests. I am involved in several programs and activities that center around excellence and leadership, all of which have taught and continue to teach me how to lead by guiding instead of lead by dictating. It is through these qualities that make me a great Schulich leader. As I move onward to university, I will use my qualities and leadership skills to adapt to a new environment and create a meaningful difference whether it be on campus, in the classroom, or with my peers.

Three great achievements:

1) CLG - "Best Social Ever" In grade eleven, I joined Neil McNeil's Catholic Leadership Group with little knowledge about it. However, I quickly adapted and contributed music, several presentations, and grew to co-lead the entire group. Moreover, I led a team to organize the annual spring celebration which was praised as the "best social ever."

2) OSCSS Admission I was introduced to the Ontario Science Center Science School in grade ten by my biology teacher who said I would excel in that program. I did research and grew very interested in it as my favourite subjects are the sciences. I was accepted and I am currently studying there.

3) Maintaining 90+ average, multiple honours awards Over my four years of high school, I have been able to maintain a high average with all my courses ending with an eighty-seven percent or higher. Moreover, I have received top honours (highest mark) in mathematics, physics, and chemistry, and have been on overall honour roll for three years.

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Orgo Assignment Research: Going by the given list Glycerin

1. Glycerol, glycerin, 1,2,3-propantriol, trihydroxypropane

2. C3H8O3 // 92.11 g/mol Site: Source (1-2) ||
 * 2D Structure ||
 * [[image:http://pubchem.ncbi.nlm.nih.gov/image/imagefly.cgi?cid=753&width=300&height=300 width="270" height="270"]]

Site: Wikipedia ||
 * 3D Structure ||
 * [[image:http://upload.wikimedia.org/wikipedia/commons/c/c7/Glycerol-3D-balls.png width="388" height="213"]]

Source (1-2): @http://pubchem.ncbi.nlm.nih.gov/compound/glycerol

3.
 * = **Physical Properties** ||= **Chemical Properties** ||
 * * Liquid
 * Clear
 * Colourless
 * Odorless
 * Syrupy
 * Solid at 17C
 * 1.26 g/ml || * BP: 290 C
 * Melting: 18C
 * Miscible w/ Ethanol
 * Insoluble in benzene
 * Miscible in water
 * Neutral pH ||

4. MSDS information Source (4): @http://www.sciencelab.com/msds.php?msdsId=9927350 Source (4): @http://www.mpbio.com/product.php?pid=02151194
 * (3) Toxic to kidneys
 * (5) Flammable at high temperatures
 * (5) Explosive with oxidizing materials
 * (5) Highly explosive when mixed; also Glycerin and chlorine
 * Otherwise normal procedure

5. The thing I chose was a lotion, photo on phone. Compound serves to keep moisture in and improve the appearance of skin. Also helps in fighting effects of psoriasis. Source (5): @http://www.livestrong.com/article/78934-effects-glycerin-skin/

6. Harvested: During production of soap, it can be harvested Soap is made out of fats and lye. Glycerin is left as a byproducted Extracted by adding salt to the mix Causes soap to curdle and float to top Glycerin is left after removing the salt Glycerin is distilled to remove impurities Glycerin is filtered through charcoal or bleached to give pure colour Source: @http://millersoap.com/glycerin.html ^^^ For where it comes from, historical roots of the thing

Harvested: Process of transesterification Glycerin is separated from fat or vegetable oil Product methyl ester and byproduct glycerin does not say what is used to displace the glycerin Source: @http://www.biodiesel.org/what-is-biodiesel/biodiesel-basics

Transesterification: triglyceride is mixed with methanol, one per chain so three an acid or base serves as a catalyst Carboxyl group of triglyceride is displaced with the H on the alcohol result is a glycerol molecule and a methyl ester the methyl ester is used primarily as biodiesel while glycerol is used elsewhere glycerol is considered as a byproduct General Equation is in source below must be purified after bc there will be some residual items floating around

100 lbs of fat + 10 lbs of methanol = 100 lbs of methyl stuff + 10 lbs of glycerol Source: @https://tspace.library.utoronto.ca/bitstream/1807/13777/1/MQ45896.pdf Paper 11; PDF 23 Source for ratios (on desktop): @http://www.asaimsea.com/download_doc.php?file=Glycerin%20Market%20Analysis_Final.pdf

7. Density is 1.26 kg/L each 20L is equal to $1530 multiplying by a factor of 1000 (or something like that idk math) density becomes 1000 kg/793.65L thus, price is obtained by dividing 793.65L by 20L then multiplying by 1530 39.6825 * 1530 $60,714.23 will get you 1000kg of glycerol Source: @https://www.fishersci.ca/coupon.do?cid=PROD_138626&Page=&itemId=,G3320,G33500,G33200,G331,G334

8. The glycerol costs a lot because even if it's catalyzed, there's lots of residue left over. thus, it must be purified. this in question seven costs a lot because it's absolutely pure and that takes a lot of stuff and so on

9. Largest producer P&G Chemicals claims to be one of the largest manufacturers of glycerin in the world Source: @http://www.pgchemicals.com/products/glycerin/

10. Skin products, sweeteners, makes skin shiny Source: @http://www.thechemicalblog.co.uk/common-uses-of-glycerin/

11. Glycerin is actually produced mostly as a byproduct. The main goal is to make biodiesel. Effects of using biodiesel over regular diesel include: Simple to use, biodegradable, nontoxic, free of sulfur and aromatics can be used in most engines, esp newer ones less air pollutants and greenhouse gases safer to handle and same E efficiency as petroleum diesel more affordable reduce dependency on fossil fuel reserves, alt energy less impact on human health (biodiesel exhaust) //See Sources for 6 for byproduct information// Source: @http://biocubeco.com/faqs/what-are-the-advantages-of-biodiesel-over-petroleum-diesel/

12. Glycerol is used to make nitroglycerin and other explosives in world war II increasing the production of soap to collect such material to use for this //Find a credible source//

Image sources: Wikipedia the other thing P&G @http://s299.photobucket.com/user/MissVonDerBish/media/soap.gif.html @http://media.mnn.com/sites/default/files/editorial/teaspoon-of-sugar_0.jpg @http://media3.s-nbcnews.com/j/MSNBC/Components/Photo/_new/g-hlt-110805-patch-3p.grid-6x2.jpg