Spring+2014


 * Email Mr. McHugh at: mchughc@nasdschools.org**

Symphony of Science: [|The Quantum World] [|A Glorious Dawn] [|World of the Dinosaurs] Rap Song "[|Confessions of a Planet]" (Summary of numerous fundamental astronomy concepts) Great series of Youtube Vids: "[|Deep Astronomy]" What we still don't know (Sir Martin Rees): [|Are we Alone?] Michio Kaku: "[|Big Think]" The Animated [|History of Everything] (7:00) The [|History of our Universe] in (18:00) TED Cartoon [|Questions no one knows the answers to] (12:00) [|Big Ideas] in Geoscience Earth Science [|Greatest Discoveries] with Bill Nye (44:00) [|Asap Science] Animations
 * Original [|Lorax] (25:00)**


 * May 29****, Thursday (Bio Curric. Meeting at Admin. 7:30 - 2:30) *Time for review puzzles and getting caught up on any last minute course work.**
 * Continue Final Exam Review. To best prepare for the final, study the unit tests which were returned to you and the extra credit review puzzles.**


 * May 28****, Wednesday**
 * Continue Final Exam Review**
 * Continue Final Exam Review. To best prepare for the final, study the unit tests which were returned to you and the extra credit review puzzles.**

Your grade, as it stands at 2:28 today, Tuesday June 27th will be used to determine whether or not you are exempt from the final exam for this course. If you haven't finished certain coursework, that is on you at this point. We need to begin review for the final exam immediately and be prepared as of this Friday unless your exam is scheduled at a later time. Thanks for understanding.
 * May 27****, Tuesday**
 * Check your school email soon if you haven't done so recently**
 * Today:**
 * 1) **Anyone with Internet phone immediately check and __write down__ your 3rd and 4th marking period grades (all others I can provide this info to you)**
 * 2) **Calculating your overall estimated average and what you need on the final exam (20% of your overall course grade)**
 * 3) **Briefly discuss when your final is scheduled, when we meet between now and then, and how you should prepare**
 * 4) **Return and cover Astronomy Test / Begin final exam review**

Get caught up on any incomplete course work!
 * May 22****, Thursday**

Universe: Supernovae
 * May 21****, Wednesday**

Drill @ 12:15 Get caught up on any incomplete assignments Class discussion
 * May 20****, Tuesday (Triple Period 3 7:38 - 9:52)**

Period 7: Test Make Ups? Lorax
 * May 19****, Monday (Triple Period 3 7:38 - 9:52)**

If you finish early, try the hidden message puzzle, or work on any incomplete coursework quietly. Thanks! **Homework:** New online discussion "[|Astronomy OR Cosmology Current Event]" **(due Today)**
 * May 16****, Friday (Regular Schedule) (Severe Weather Drill Today)**
 * Astronomy Unit Test Today!**

Checked and covered Astronomy Unit Study Guide CPS Review / Extra Credit Review Viewed short Deep Astronomy or Big Think videos above **Homework:** New online discussion "[|Astronomy OR Cosmology Current Event]" **(due Friday)**
 * May 15****, Thursday (Triple Period 2 7:38 - 9:52)**
 * Astronomy Unit Test Tomorrow**

Finished the CH 31 Notes activity (see Monday's entry below) Complete online discussion for this week if you haven't already Begin Astronomy Unit Study Guide **Homework:** Astronomy Unit Study Guide **(due Tomorrow)** **Homework:** New online discussion "[|Astronomy OR Cosmology Current Event]" **(due Friday)**
 * May 14, Wednesday (Triple Period 2 7:38 - 9:52)**
 * Astronomy Unit Test Friday 5/16**

Begin / Continue the [|CH 31 Notes activity] (see Monday's entry below) **Homework:** New online discussion "[|Astronomy OR Cosmology Current Event]" **(due Friday)**
 * May 13, Tuesday (Triple Period 1 7:38 - 9:52)**

Begin the [|CH 31 Notes Activity] (Found on your school Google Drive / Email Account) **Homework:** New online discussion "[|Astronomy OR Cosmology Current Event]" **(due Friday)**
 * May 12, Monday Triple Period 1 7:38 - 9:52**

Viewed Universe: Life and Death of a Star
 * May 9****, Friday**
 * Homework:** Complete online discussion response "[|Formation of a Solar System]" **(due Today)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Complete the [|H-R Diagram Gizmo] **(This one is quick, so it's due next time if you don't finish today)**
 * May 8****, Thursday**
 * Homework:** Complete online discussion response "[|Formation of a Solar System]" **(due Friday)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Covered [|CH 30 Notes] 61 - end Viewed accompanying video clip: Death of a Star
 * May 7****, Wednesday**
 * Reminder: Don't forget to complete / share "Scale of the Universe" activity**
 * Homework:** Complete online discussion response "[|Formation of a Solar System]" **(due Friday)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Grab 1 laptop per pair and go to the class website Students completed the [|**Scale of the Universe Activity**] ***Note:** this is a Google Doc shared to you via school email
 * May 6****, Tuesday (No 2nd Today)**
 * Homework:** Complete online discussion response "[|Formation of a Solar System]" **(due Friday)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe

Finished viewing the Universe Nebulae Viewed: Planets and[| Stars to Scale] (2:30) and the observable universe (Beyond the Big Bang 4:40 - 7:50) Viewed [|Prezi] on "Solar System Scale Model" by McHugh Viewed (4:00 - 11:00) [|Here] is a great description of human perspective "Frame of Reference" and how it limits our understanding of the nature of atoms and the universe. When you get a chance, check out the "Solar System to Scale" banner hanging above the laptop cart
 * May 5, Monday (Double 1, 2, & 8 Today)**
 * Homework:** Complete online discussion response "[|Formation of a Solar System]" **(due Friday)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe

Viewed the Universe Nebulae (video question sheet collected for credit)
 * May 2, Friday**
 * Homework:** New Discussion response "[|Probability of Alien Life]" **(Due Today)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe

Checked and covered homework Covered [|CH 30 Notes] 33 - 56 w/ Doppler Effect [|Vid. Clip] (2:00) [|How the Universe was Formed] (3:28) and What is the Universe [|expanding into]? (5:48)
 * May 1, Thursday**
 * Homework:** New Discussion response "[|Probability of Alien Life]" **(Due Friday)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Finished few remaining CH 29 Note slides Viewed The Universe: "End of the Earth" (20:00 first half; question sheets collected)
 * April 30, Wednesday**
 * Homework:** [|29.4 Study Guide] **(due next time)**
 * Homework:** New Discussion response "[|Probability of Alien Life]" **(Due Friday)**

Finished viewing final 10 min. of Alien Planets NOVA 2014 Continued [|CH 29 Notes] (through Asteroids)
 * April 29, Tuesday**
 * Reminder:** Don't forget to complete/turn in Celestia activity from last week as well as any other incomplete assignments. I've been reminding all classes regularly, but the end will be here before you know it and no excuses will be accepted, nor remediation opportunities offered at that time. **We are here to help and support you, but ultimately your progress in all classes is your responsibility.** Now is the time to dig in and push through to the end with a strong finish.
 * Homework:** New Discussion response "[|Probability of Alien Life]" **(Due Friday)**
 * S11.A.3.3** Compare and analyze repeated processes or recurring elements in patterns.

Alien Planets NOVA 2014 (video question sheet collected for credit)
 * April 28, Monday**
 * Reminder:** Don't forget to complete/turn in Celestia activity from last week as well as any other incomplete assignments. I've been reminding all classes regularly, but the end will be here before you know it and no excuses will be accepted, nor remediation opportunities offered at that time. **We are here to help and support you, but ultimately your progress in all classes is your responsibility.** Now is the time to dig in and push through to the end with a strong finish.
 * This would also be a good point for What we Still Don't Know: [|Are we Alone?] (when we have some extra time. If not, I highly encourage you to check it out on your own; __it's that good__)
 * Also, please understand that you are expected to be attentive and answer questions. This should be considered an easy way to earn some credit, and an excellent learning opportunity.**
 * Homework:** New Discussion response "[|Probability of Alien Life]" **(Due Friday)**

Finish work on Celestia activity, respond to the online discussion Various short astronomy-related clips (for those totally caught up)
 * April 25, Friday**
 * Homework:** Online Discussion "[|Sustainability and Earth Resources]" **(due Today)**

Students continued work on the Celestia activity: Make sure to follow the guide sheets and to answer all questions.
 * April 24, Thursday**
 * Homework:** Online Discussion "[|Sustainability and Earth Resources]" **(due Friday)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.
 * Note to self: consider learning about and then incorporating [|planet hunters] into this part of the course!**

Finished Easter Island Introduced and began work on Scale of the Universe: [|Celestia part 1] (here is the [|answer sheet] to use).
 * April 23, Wednesday**
 * Teacher Intro of Celestia:**
 * 1) How to open Celestia
 * 2) Follow the printed guide and answer questions on answer sheet
 * 3) Purpose: To teach the scale (sizes and distances) of our solar system, galaxy and the known universe
 * 4) Controls: Much like a flight simulator. Accelerate(A), Stop(S), Center(C), Arrows control direction of flight. You will quickly learn that it can be difficult to steer your ship to a target. This is why Center(C) is a huge help once you've clicked "Location, and Selected" a target. Center(C) even helps if you've zoomed past a target. Don't neglect the mouse clicker (it is great for things you can actually see on your screen). Finally, the "Location" options can mess things up a bit; you should generally stick to "Follow" whatever your target is.
 * 5) Use Internet to learn about things you encounter or to answer additional questions you have
 * Homework:** Online Discussion "[|Sustainability and Earth Resources]" **(due Friday)**
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Checked and covered homework Began Viewing **[|Easter Island] (46:00)** (Question sheet collected for credit)
 * April 22, Tuesday EARTH DAY!!!**
 * Homework:** Online Discussion "[|Sustainability and Earth Resources]" **(due Friday)**

Returned and covered Rock Unit Test Viewed streaming vid. on Kepler's laws (3:30) Covered [|CH 29 Notes] thru slide 28 w/ Demo: "[|Orbiting the center of mass]" Viewed [|Voyager 1 & 2] (4:30)
 * April 21, Monday**
 * Homework:** [|29.1 Study Guide] **(due next time)**
 * Homework:** Online Discussion "[|Sustainability and Earth Resources]" **(due Friday)**
 * S11.A.3.3** Compare and analyze repeated processes or recurring elements in patterns.
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Viewed Earth Bio: Rare Planet (question sheet collected for credit)
 * April 17, Thursday**

Drake equation for the potential of intelligent life in the galaxy Sagan ([|8:30]) Complete the activities from the past 2 days and online discussion ***Motivation necessary to get caught up today!**
 * April 16, Wednesday**
 * Additional things to check out if you have time:**
 * How Planet Hunting Works (Nice [|Animations])
 * As a side note, you may also be interested in more info on the [|Drake Equation]
 * TED Talk on [|Drake Equation] (7:28) Big Think Michio Kaku "[|Will Mankind Destroy Itself?]" (6:00)
 * Homework:** New Discussion response: " [|Human Impact] " **(due Thursday)**

[|Earth-like planet found!?] **(September 2010)** [|Video (Michio Kaku)] (3:00) "The number of systems (solar) with potentially habitable planets is probably on the order of 10 or 20 percent, and when you multiply that by the hundreds of billions of stars in the Milky Way, that's a large number. There **could be** tens of billions of these systems in our (Milky Way) galaxy," said Vogt. **For Today**
 * April 15****, Tuesday**
 * McHugh: Some other interesting thoughts to consider:** 1. The estimated age of the universe according to the big bang theory is about 13.75 billion years. 2. The estimated age of earth is about 4.54 billion years. 3. The estimated age of the human species is measured in 100,000's to millions of years, but evolutionary biologists figure that life in general has been evolving on earth for over 3 billion years. **4. __What do you think all of this suggests about the possibility of other life out there in the universe and what that life might be like in terms of complexity, appearance, etc.?__**
 * 1) **Introduce the "[|Search for Extrasolar Planets]" document shard to you via school email.**
 * 2) **Don't forget to finish and turn in Solar System Explorer Gizmo**
 * 3) ***Motivation necessary to complete these today!**
 * Homework:** New Discussion response: " [|Human Impact] " **(due Thursday)**
 * S11.A.3.3** Compare and analyze repeated processes or recurring elements in patterns.
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Grab a laptop (solo or 1 laptop per pair) Handout and introduce work on the [|Solar System Explorer Gizmo] ***Motivation necessary to complete this today!**
 * April 14****, Monday**
 * Homework:** There will be time tomorrow and Wednesday to complete gizmo, online discussion, and new short activity tomorrow.
 * Homework:** New Discussion response: " [|Human Impact] " **(due Thursday)**
 * S11.A.3.3** Compare and analyze repeated processes or recurring elements in patterns.
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

[|This] is 1 minute worthy of your full attention, some volume, and a pitch black room. Covered [|CH 29 Notes] 1-12. Viewed clip on Mars Orbit: "Retrograde Motion" Rap Song "[|Confessions of a Planet]" (Summary of numerous fundamental astronomy concepts //every citizen should know//). The Solar System "[|Our Home in Space]" (7:21)
 * April 11****, Friday**
 * Time Permitting:** The [|Quantum Theory Song] 4 minutes of //Electronica// and really, really well done! **Turn (CC) on.** For more information on the subject if you have 10 minutes of strict focus**, refer to [|this link] IF YOU DARE**
 * Homework:** New Discussion response: "[|Natural Hazards]" **(due Today)**
 * S11.A.3.3** Compare and analyze repeated processes or recurring elements in patterns.
 * S11.D.3.1** Explain the composition, structure, and origin of the universe.

Login to your school Google Docs account and complete the "Investigating a Landslide" (Please remember to immediately rename your document as your last name(s) and share it to me: mchughc@nasdschools.org) ***This is easily completed in 1 period**
 * April 10, Thursday**

Viewed Ring of Fire or Bill Nye (below) (question sheets collected for credit)
 * April 9, Wednesday**
 * Homework:** New Discussion response "[|Natural Hazards]" **(due Friday)**

If you finish early, grab a laptop and respond to New Discussion response "[|Natural Hazards]" **(due Friday)** Began Greatest Evolution Discoveries (Bill Nye) Example of the History of Life on Earth Preserved in Rock Layers
 * April 8, Tuesday**
 * Rock Unit Test Today!**

Checked and covered homework Offered Rock Unit Test extra credit review puzzle. (due tomorrow) CPS review of rock unit (Will look __VERY__ similar to the test)
 * April 7, Monday**
 * Rock Unit Test Tomorrow**
 * Homework:** New Discussion response "[|Natural Hazards]" **(due Friday)**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Checked and covered the homework Viewed The Animated [|History of Everything] (7:00) Complete online discussion and begin work on Rock Unit Study Guide **(due next time)**
 * April 4, Friday**
 * Rock Unit Test Tuesday April 8th**
 * Homework:** **Rock Unit Study Guide [[file:Rock Test Study Guide.doc]]**
 * Homework:** New Discussion response **(due Today)**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
 * S11.D.1.1.3** Analyze features caused by the interaction of processes that change Earth’s surface

Finish rock cycle gizmo Complete online discussion Begin Homework Sheets (below)
 * April 3, Thursday**
 * Rock Unit Test Tuesday April 8th**
 * Homework:** New Discussion response "[|Rock Cycle]" **(due Friday)**
 * Homework:** Rock Cycle Concept Map Activity. and 6.3 study guide **(due next time)**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
 * S11.D.1.1.3** Analyze features caused by the interaction of processes that change Earth’s surface

Checked and covered homework Brain Pop Cartoon "Rock Cycle" (2:00) Login to www.explorelearning.com (see username/password info on front board) and complete the Rock Cycle Gizmo. Make sure to read and follow directions carefully; I'm looking for **correct answers** to the questions as well as **a diagram that will be sketched on a separate paper** as you complete the directions sheet. ***Motivation necessary to complete this today!**
 * April 2, Wednesday**
 * End of 3rd marking period 4/3, turn in any "i" work ASAP, Extra Credit available on class website**
 * Homework:** New Discussion response "[|Rock Cycle]" **(due Friday)**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Viewed [|World of the Dinosaurs] (3:00) [|Fracking Explained] (5:00) [|About Metamorphic Rocks] (2:00) [|Types of Metamorphic Rocks] (4:00) Viewed short clip on "How Metamorphic Rocks are Formed" Students completed the Metamorphic Rock Lab Activity: **(This is easily completed in 1 period)**
 * April 1, Tuesday**
 * End of 3rd marking period 4/3, turn in any "i" work ASAP, Extra Credit available on class website**
 * 1) Dissecting microscopes are available
 * 2) Number the samples on your lab sheet #45 through 50.
 * 3) Here are your answer choices: **Slate, Gneiss, Quartzite, Marble, Hornblende Schist, and Mica Schist**
 * 4) Use the table on the front of this sheet, large **separate table**, and the **Internet**/other appropriate available resources to I.D. the samples and to answer the questions. HCl is available to help ID marble; ask for a small drop, wash your hands when done, **DO NOT get in eye**s.
 * 5) **Students not present for this lab...** in order to receive credit, write a summary explaining: What is metamorphism? What are the major types of metamorphic rocks? How do foliated compare to non-foliated metamorphic rocks? (examples of each) What is contact metamorphism? What is hydrothermal metamorphism?
 * Homework:** [|Types of Sedimentary Rocks] and [|CH 6.1a Study Guide] (due next time)
 * Homework:** New Discussion response "[|Rock Cycle]" **(due Friday)**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
 * S11.D.1.1.3** Analyze features caused by the interaction of processes that change Earth’s surface

Viewed Brain Pop Cartoon "[|Weathering]" (1:50) Brain Pop Cartoon "[|Erosion]" (1:57) "[|Geologic Time]" (3:19) Finished [|CH 6 Notes]
 * March 31, Monday**
 * End of 3rd marking period 4/3, turn in any "i" work ASAP, Extra Credit available on class website**
 * Homework:** New Discussion response "[|Rock Cycle]" **(due Friday)**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
 * S11.D.1.1.3** Analyze features caused by the interaction of processes that change Earth’s surface

Covered 5.1 Study Guide Viewed [|Intro to Sedimentary Rocks] (8:00) Covered [|CH 6 Notes] through slide 28 (Slide 37 Importance of Sedimentary Rocks if possible) Viewed Short Streaming Vids: Chemical Weathering and Erosion Smithsonian Virtual Field Trip [|Panoramas] (and mineral, rock, gem images time permitting)
 * March 28, Friday**
 * Homework:**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
 * S11.D.1.1.3** Analyze features caused by the interaction of processes that change Earth’s surface

Students completed the Igneous Rock Lab. **(This is easily completed in 1 period)** but you must have a basic understanding of the following Igneous rock textures: [|Phaneritic], [|Aphanitic], [|Porphyritic], [|Vesicular], [|Glassy]. Samples for today's lab include #3 & 4 (found in ziplock bags), and #30, 32, 33, 34, 35, 36 from the mineral/rock kit; **make sure you number these in order on lab sheet and that your samples match my master kit**.
 * March 27, Thursday**
 * Use Internet info, tables, images, etc. to aid in identification**
 * Note: If you were absent for this activity, write a 2 paragraph summary explaining the properties used to identify igneous rock samples. Include a description of how each of the following would be classified and explain why: Pumice, Granite, Basalt, and Obsidian.**
 * Homework:** Discussion Response Spring Break (Just make sure you're caught up on them)
 * Homework:** [|5.1 Study Guide]
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Viewed Brain Pop Cartoon "[|Major Rock Types]" (2:00) and "Granite Formation" (5:00) Covered [|CH 5 Notes] and viewed igneous rock samples and streaming video clips: "How Igneous Rocks are Formed" (2:00) [|What are Igneous Rocks] (2:25) [|Introduction to Igneous Rocks] (5:30) Extra Time? Show pictures from 2012 trip to Yosemite / San Fran / Monterey
 * March 26, Wednesday**
 * Homework:** Discussion Response Spring Break (Just make sure you're caught up on them)
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Returned and covered Mineral Test Took the online quiz "[|Rock Forming Minerals]" ***Note:** You may use our presentation from yesterday to take this quiz, however, you need to answer the questions in a timely fashion and click "Submit" by the end of class today in order for your answers to be saved/submitted.
 * March 25, Tuesday**
 * Homework:** Discussion Response Spring Break (Just make sure you're caught up on them)
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

>> "Rock Forming Minerals")
 * March 24, Monday**
 * Begin "Rock Forming Minerals" activity:**
 * 1) **Get one partner and 1 laptop and Log into** your school [|Gmail] account
 * 2) Under documents **open the file**: "Rock Forming Minerals" that I've shared with you.
 * 3) Now all of us can **add (appropriate) images and text to the presentation** simultaneously
 * 4) Assign topic slides to each group **(approximately 19 topics)**. You may edit it, add to it, create new slides for more room, etc.
 * Click on Mr. McHugh's page for specifics on what your slides should include (See the assignment
 * Include images of your rock, as well as images of the minerals it contains, and the process by which it forms. Your slides should also contain accurate, concise text information summarizing all of the aforementioned.
 * Homework:** Discussion Response Spring Break (Just make sure you're caught up on them)

Part 2 of How the Earth was Made (question sheet collected for credit)
 * March 21, Friday**
 * Homework:** discussion response "[|Life Evolves on a Dynamic Planet]" **(due Today)**

Test Make-ups Part 1 of How the Earth was Made (question sheet will be collected for credit tomorrow)
 * March 20, Thursday (A bit different order of activities due to spring field trip. See Archive Fall 2013 for details)**
 * Homework:** discussion response "[|Life Evolves on a Dynamic Planet]" **(due Tomorrow)**

Test Make-ups Viewed Earth Biography Volcanoes (question sheet collected for credit)
 * March 19, Wednesday**
 * Homework:** discussion response "[|Life Evolves on a Dynamic Planet]" **(due Friday)**


 * March 18, Tuesday**
 * Collected Extra Credit Review**
 * Mineral Test Today!** Done early?: Mineral Hidden Message Bonus Puzzle, finish lab work, online discussion.
 * Homework:** discussion response "[|Life Evolves on a Dynamic Planet]" **(due Friday)**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.
 * S11.D.1.2.1** Evaluate factors affecting availability, location, extraction, and use of natural resources.

Collect Mineral ID Lab and offer extra credit review puzzle CPS review for mineral test What do you honestly think about this: Rap Song "[|Confessions of a Planet]" (Summary of numerous fundamental astronomy concepts every citizen should know)
 * March 17, Monday**
 * Homework:** discussion response "[|Life Evolves on a Dynamic Planet]" **(due Friday)**
 * Mineral Test Tomorrow**

Students used this period to:
 * March 14, Friday**
 * Checked and displayed homework key**
 * Offered extra credit review puzzle (due Friday).**
 * 1) **Finish this lab (due tomorrow). *Check the Internet to verify identifications before turning in lab**
 * 2) **Complete online discussion responses**
 * 3) **Complete Extra Credit Review**
 * Homework:** "[|Water Planet]" discussion response: **(due Friday)**
 * Mineral Test**** Tuesday 3/18 **
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Students finished the Mineral I.D. Lab.
 * March 13, Thursday (7th period: when finished, please take a minute to make sure samples are in correct spots and kit key worksheets are in boxes before closing. Thanks!)**
 * Checked and displayed homework key**
 * Make sure your samples are in the correct spot in the kit and that you're checking my kits when you have questions about ANY properties.**** Note: This lab will be graded on completeness and correctness. If you are on track, today you should be looking at (samples 14-22 MINUS 19). There will be some more time tomorrow to finish this lab.**
 * Finally, if you were not present for the majority of this class activity, you can complete this virtual simulation. **
 * Homework: ** [|4.2a Study Guide] ** (due Tomorrow). **
 * Homework:** "[|Water Planet]" discussion response: **(due Friday)**
 * Mineral Test**** Tuesday 3/18 **
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Hand out 4.1 Study Guide (due next time) Dissecting microscopes are available Students completed Part 3 of the Mineral I.D. Lab (samples 14-22 MINUS 19). See directions below. Note: something that had metallic luster may appear as rusty. (You should really take a look at the mini __**luster, cleavage, and fracture kits**__ today). **Make sure your samples are in the correct spot in the kit and that you're checking my kits when you have questions about ANY properties.** **It would also be a good idea to compare your samples to those of a neighboring group.** Please take a chance to carefully look at, and use, the samples in Moh's kit to test for specific hardness. (The box top is labeled and 7 or 8 of the samples ARE AMONG THE UNKNOWNS YOU ARE TRYING TO I.D.!)
 * March 12, Wednesday**
 * Note: This lab will be graded on completeness and correctness. Not hanging onto or not completing/turning in this lab sheet will negatively impact your overall grade for this marking period. **
 * Finally, if you were not present for the majority of this class activity, you can complete this virtual simulation. **
 * Homework: ** [|4.1 Study Guide] (due tomorrow)
 * Homework:** "[|Water Planet]" discussion response: **(due Friday)**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Dissecting microscopes and laptops are available How to I.D. mineral cleavage (tendency of minerals to break along planes of weakness). [|wikipedia] [|pics] [|vs. fracture] Students completed Part 2 of the Mineral I.D. Lab (samples 6-13). See directions below. **Make sure your samples are in the correct spot in the kit and that you're checking my kits when you have questions about ANY properties. It would also be a good idea to compare your samples to those of a neighboring group.** Please take a chance to carefully look at, and use, the samples in Moh's kit to test for specific hardness. (The box top is labeled and 7 or 8 of the samples ARE AMONG THE UNKNOWNS YOU ARE TRYING TO I.D.!)
 * March 11, Tuesday**
 * Note: This lab will be graded on completeness and correctness. Not hanging onto or not completing/turning in this lab sheet will negatively impact your overall grade for this marking period. **
 * Finally, if you were not present for the majority of this class activity, you can complete this virtual simulation. **
 * Homework:** "[|Water Planet]" discussion response: **(due Friday)**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Examine / Review Mineral Properties Kits I will lead lab groups through checking your kits and I.D.ing sample #2. Students completed Part 1 of the Mineral I.D. Lab (samples 1-5). Directions on the handout lead you to collect data on all samples before attempting to I.D. Some people prefer to use flowcharts to I.D. samples one at a time. **I have HCl up front if you think you need it to positively I.D. a sample. (NOTE: It is dangerous to eyes and skin! If you mess around with it, you will receive disciplinary action). The only other safety concern is sharp edges (BE AWARE: Glass can cut you! DO NOT handle broken glass)**
 * March 10, Monday**
 * Mineral I.D. Lab! Important Points to Note:**
 * 1) **You will have most of the class time over the next 3 days to complete this. (but you will need to use that time wisely)**
 * 2) **Total credit for this activity ends up being about 1/2 of a test grade and is based on (60% completion, 40% correctness)**
 * Also, you need to make sure you are working with the correct sample each time. If your sample has no number on it, check other kits around you or my master kit up front. The same goes for the Moh's hardness kit you are using. **
 * Finally, if you were not present for the majority of this class activity, you can complete this virtual simulation. **
 * Homework:** "[|Water Planet]" discussion response: **(due Friday)**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Take a moment to check your crystal garden (please handle with care) Finished [|CH 4 Notes] (before beginning Mineral I.D. Lab) Brain Pop Cartoon "[|Mineral Identification]" (2:00)
 * March 7, Friday**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Returned and covered Unit 1 Test Sodium Acetate Trihydrate "Hot Ice" [|Demo] *Note: you will need a 5:1 ratio of sodium to water for this demo. Continue Crystal Garden lab:
 * March 6, Thursday**
 * 1) Briefly discuss safe handling of the substance
 * 2) Brief explanation of how the supersaturated solution was created
 * 3) Get ready to observe! (this happens quickly)
 * 4) Carefully add a tiny "[|seed crystal]" to the solution
 * 5) Observe / Discuss
 * **Demo [|videos] of the process**
 * **SAFETY** : This lab involves the use of ammonia and other toxic substances. Goggles and gloves will be worn at all times when working with these substances.
 * Create crystal mixture (as a class): 2:1:1:1 Water : salt : ammonia : liquid bluing
 * **Part 1 of lab today**: Designing your crystal garden base (I would recommend some kind of branching shape.) Also consider how the base will be attached. **DO NOT** make it too tall. (this will limit the capillary action and you won't get crystals all the way up the base)
 * Review lab sheet together
 * Add 100 mL of crystal mixture to your base
 * Homework:** "[|Earth Constantly Changes]" discussion response: **(due Friday)**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.


 * March 5, Wednesday**
 * Observe Halite (table salt) crystals under handheld microscope**
 * Animation:** [|Mineral Crystal Growth]
 * Lab: [|Growing Crystals]**
 * 1) **Demo [|videos] of the process**
 * 2) **Before participating in this activity, you must successfully complete this quick online [|tutorial].**
 * 3) Review the [|explanation] ([|more detailed explanation]) of the **physical** process of crystal formation
 * 4) Complete online discussion and/or finish incomplete work, etc.
 * Homework:** "[|Earth Constantly Changes]" discussion response: **(due Friday)**

Viewed streaming vid. Rocks and Minerals (3:00) Covered [|CH 4 Notes] thru slide 18 (Sillicates) Have on hand: Halite, salt crystals, granite, basalt, handheld microscope Brain Pop Cartoon "[|Crystals]" (2:00) Extra Time? Finish Earth Bio Ice episode
 * March 4, Tuesday**
 * Important Announcements:**
 * 1) **Turn in any "i" work ASAP; progress reports coming soon and 3rd marking period ends April 3rd**
 * 2) **Online Discussions and Using Class Time Effectively: 1. Stay caught up with them. 2. DO NOT plagiarize. 3. Brief review of how you should go about doing these. Final Thought: Please use class time effectively and take some pride in your work.**
 * Homework:** "[|Earth Constantly Changes]" discussion response: **(due Friday)**
 * S11.D.1.1.1** Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and formation.

Students finished work on the [|Seasons in 3D Simulation Activity] To access this assignment, you may be able to click on the link for it above. If not, click [|here] and login using your school network username and password. (The one you use every time you login to a school computer.) Check your school email once you log in.
 * March 3****, Monday**
 * Important Announcements:**
 * 1) **Turn in any "i" work ASAP; progress reports coming soon and 3rd marking period ends April 3rd**
 * 2) **Online Discussions and Using Class Time Effectively: 1. Stay caught up with them. 2. DO NOT plagiarize. 3. Brief review of how you should go about doing these. Final Thought: Please use class time effectively and take some pride in your work.**
 * Today is the final class time to complete this assignment**
 * Homework:** "[|Earth Constantly Changes]" discussion response: **(due Friday)**

I introduced and students began work on the [|Seasons in 3D Simulation Activity] To access this assignment, you may be able to click on the link for it above. If not, click [|here] and login using your school network username and password. (The one you use every time you login to a school computer.) Check your school email once you log in.
 * Feb 28****, Friday**
 * You will be given 2 class periods to complete this assignment**
 * Homework:** "[|How Old is Earth?]" discussion response: **(due Today)**


 * Feb 27****, Thursday**
 * Test Make Ups**
 * Earth Bio Ice DVD**
 * Homework:** "[|How Old is Earth?]" discussion response: **(due Friday)**

Done early? Please work quietly on the bonus puzzle, online discussion, or to get caught up on any other classwork.
 * Feb 26****, Wednesday**
 * Unit 1 Test Today**
 * Homework:** "[|How Old is Earth?]" discussion response: **(due Friday)**

Checked and covered the homework Discussed content and format for test Tomorrow Unit 1 test review puzzle extra credit offered **(due tomorrow)** CPS clicker review of unit 1 (pick a neighbor relay)
 * Feb 25****, Tuesday**
 * Unit 1 Test** **Tomorrow**
 * Reminder: ** **Completed Gizmo will be graded soon**
 * Homework:** "[|How Old is Earth?]" discussion response: **(due Friday)**
 * S11.A.3.2.3** Describe how relationships represented in models are used to explain scientific or technological concepts (e.g., dimensions of objects within the solar system, life spans, size of atomic particles, topographic maps).

Completed work on the [|Topographic Map Activity] (see yesterday's entry below). ***Motivation necessary to complete this activity today!**
 * Feb 24****, Monday**
 * Unit 1 Test Wednesday 2/26**
 * Check out some topo maps of our region hanging up in the classroom
 * Homework:** [|Study Guide 2.1][|Study Guide 2.2] **and completed Gizmos (due next time we meet)**
 * Homework:** "[|How Old is Earth?]" discussion response: **(due Friday)**
 * S11.A.3.2.3** Describe how relationships represented in models are used to explain scientific or technological concepts (e.g., dimensions of objects within the solar system, life spans, size of atomic particles, topographic maps).

I introduced and students began work on the [|Topographic Map Activity] To access this assignment, you may be able to click on the link for it above. If not, click [|here] and login using your school network username and password. (The one you use every time you login to a school computer)
 * Feb 21, Friday**
 * Motivation necessary to complete these activities today and tomorrow!**
 * Homework:** Online Discussion Response "[|Green Actions]" **(due Friday)**
 * S11.A.3.2.3** Describe how relationships represented in models are used to explain scientific or technological concepts (e.g., dimensions of objects within the solar system, life spans, size of atomic particles, topographic maps).

Finish and **submit Google Earth activity** from last time
 * Feb 20****, Thursday**
 * Map Projections Activity:** Follow the brief steps below, and **write your answers on a 1/2 piece of blank paper**
 * 1) View this [|1 minute video] on map projections from National Geographic. **Which map projection from our notes is explained in the video?**
 * 2) Visit the [|Globe Projector] (Keep the "database" slider on the right in "outline" mode. Move the left slider up and down. **On your paper, make brief notes** about the different types of projections you see (I think there are 3 types found there))
 * 3) Now go through the  Round Earth, Flat Maps  feature, **again making a few careful notes** on the purposes of each map projection you read about.
 * 4) Finally, refer to the notes we took in class on the map projections: Mercator, Conic, and Gnomic. In step #3 which you just completed, **they refer to these projections using different names; what are they?**
 * 5) **Please write your name on your paper and turn it in for credit**
 * Homework:** Online Discussion Response "[|Green Actions]" **(due Friday)**

I introduced and students began: Google Earth Science Places of Interest:
 * Feb 19****, Wednesday**
 * Demonstrated how to measure distance on Google Earth
 * Precision "Degree of Detail" of your answer depends on how large the object is. (example: PA overall, then zoom in)
 * For the Chicxulub crater; determine how it was formed and what was the result to life on earth.
 * For #12, use Jacobsburg State Park as the closest
 * Motivation necessary to complete this activity during class time!**
 * Homework:** Online Discussion Response "[|Green Actions]" **(due Friday)**
 * S11.A.2.2.2** Explain how technology (e.g., GPS, spectroscope, scanning electron microscope, pH meter, probe, interface, imaging technology, telescope) is used to extend human abilities and precision.


 * Feb 18, Tuesday (2-Hour Delay) (Faculty Meeting After School)**
 * No 2nd period**
 * 7th period:** Video


 * Note to Self: Earth Bio: Rare Planet episode is probably best integrated around this point of the course**


 * Feb 17****, Monday**
 * 1) **Checked and covered homework**
 * 2) Covered [|Unit 1 Notes] to the end (with map projections demo)
 * 3) I introduced and assisted students to begin: Google Earth Science Places of Interest. (Finish next time on your own or in small groups)
 * Homework:** Online Discussion Response "[|Green Actions]" **(due Friday)**

Covered [|Unit 1 Notes] through scientific method (28-36).
 * Feb 12****, Wednesday**
 * Collected Intro to Data Collection Lab *If you were not here for this click here**
 * "The Scientific Method [|Made Easy]" (10:00)**
 * Homework:** [|1.1 Study Guide] and [|1.2 Study Guide] [[file:nahsearthscience/Earth Sci Branches Class.isf|Earth Sci Branches Class.isf]] (due at the beginning of class tomorrow).
 * Homework:** Online Discussion Response "[|Earth Systems Interactions]" **(due Friday)**

I introduced and students performed the "Intro to Data Collection" Lab:
 * Feb 11****, Tuesday**
 * This activity may easily be completed in 1 period, but reading and following directions are important**
 * Demo how to open Logger Pro and the Experiment Earth Sci with Vernier #1a and 1b (part 2)
 * Temperature probe gets plugged correctly into USB port
 * Read directions carefully
 * No measurements are estimated __when reading a digital display__ nor __when counting__**
 * Safety for this lab:**
 * 1) **Keep computer far from beakers of hot and cold water**
 * 2) **Follow lab and teacher instructions carefully (I'll walk you through setup, then you've got to read)**
 * Collected Intro to Data Collection Lab Homework: (Finish for tomorrow if not done in class)**
 * If you were not here for this activity click here**
 * If you finish the lab early, log into wikispaces.com and respond to the online discussion for this week.**
 * Homework:** Online Discussion Response "[|Earth Systems Interactions]" **(due Friday)**
 * S11.A.2.1.3** Use data to make inferences and predictions, or to draw conclusions, demonstrating understanding of experimental limits.
 * S11.A.2.1.4** Critique the results and conclusions of scientific inquiry for consistency and logic.
 * S11.A.2.1.5 ** Communicate results of investigations using multiple representations.


 * Feb 10****, Monday (2 Hour Delay)**
 * 1) Mythbuster Adam Savage's TED Talk "How Simple Ideas Lead to Scientific Discoveries" (7:32)
 * 2) **Complete the online discussion for this week**
 * 3) **If you're totally caught up. Try out this [|Geoguessr game] where you're dropped somewhere on earth and you try to find out where**
 * Homework:** Online Discussion Response "[|Earth Systems Interactions]" **(due Friday)**

Collected "Revisiting Measurement Lab" sheets from last time. ***If you were not present for this activity, complete and turn in the density gizmo** View: "Earth Systems [|Science]" (6:00) Covered [|Unit 1 Notes] through slide 28 "Earth Systems"
 * Feb 7****, Friday**
 * Homework:** Online Discussion Response "[|Earth Scientific Method]" **(due Today)**

I introduced and students began work on the "Revisiting Measurement Lab" ***If you were not present for this activity, complete and turn in the density gizmo**
 * Feb 6****, Thursday**
 * Demonstrate first sample together with attention to directions and careful measurement & calculation
 * Break out into groups of 3 or 4 and show which sample is which **(place your rocks in the correct order)**
 * Homework:** Answer lab questions and Online Discussion Response "[|Earth Scientific Method]" **(due Friday)**


 * Feb 4****, Tuesday (2 Hour Delay)**
 * 1) **The [|History of Everything] in 18 minutes**
 * 2) **Respond to the online discussion for this week**
 * Homework:** Online Discussion Response "[|Earth Scientific Method]" **(due Friday)**


 * Feb 3****, Monday (Snow Day)**

Brief review of Practice Estimating Measurements (overhead transparencies) Review Measurement Practice (1/2 sheet handout) with metric ruler. Discuss. Students began Measuring Length Lab (Similar to 1/2 sheet handout) ***Stop** activity with enough time to answer questions and turn in sheet before leaving today. Object Descriptions for Length Lab: Finally, make sure you measure each item using each side of the meter stick and always estimate exactly 1 digit. ***Note:** the estimated digit does not always have to be the first digit after the decimal place. Make sure you've responded to the first course [|online discussion] topic (see directions below for details)
 * Jan 31, Friday**
 * 1) Length of File folder
 * 2) Length of Index Card
 * 3) Length of Window Ledge (back window)
 * 4) Height of Lab table (tall table)
 * 5) File cabinet height
 * 6) Width of your desk
 * 7) Length of 1 single floor tile
 * 8) Length of Periodic Table
 * 9) Length of tissue box
 * Homework:** Answer lab questions if you did not finish during class; these will be collected at the beginning of class tomorrow.

Viewed streaming video "[|Why Earth Science?]" (6:30) Cover Notes: Measurement Review (Slides 1-12) with [|video] on Accuracy vs. Precision (2:30) Practice Estimating Measurements (overhead transparencies)
 * Jan 30, Thursday**
 * Homework:** Make sure you've responded to the first course [|online discussion] topic (see directions from yesterday for details)

Checked signed syllabus 1. Students completed the Textbook Survey questions; when you're finished, please return your textbook (unless you're signing one out), turn in your sheet up front, **Computer Use Rules: Please Handle Carefully, Use Appropriately, and Plug Back into Correct Spot** 2. Go to wikispaces.com ***Please Note: Online discussion responses are due by Friday each week** **3. If you finish early, review the features of the class website and/or finish the activity from yesterday**
 * Jan 29, Wednesday (Split the Activity to have enough computers)**
 * grab a laptop or use your smartphone** and go to our class website: nahsearthscience.wikispaces.com and follow these directions:
 * Create a new account username: YourLastName2013 password: **It's up to you** **(But make sure you write it down!)**
 * **Ideally, you should use a private email address so you can easily recover your password if you forget it**
 * You **DO NOT** need to create your own wiki
 * You **DO** need to go to nahsearthscience.wikispaces.com and click "Join" and "Request Membership"
 * Once I approve your membership, you will then be able to **respond** to the [|first discussion]

Checked signed syllabus 1. Log on, click and go here (http://askabiologist.asu.edu/teaching-scientific-method) 2. Peruse (skim) the webpage to extract the most important info for this lesson 3. Find and click on The Science Detectives Training Room 4. On a piece of paper to be turned in for credit, as you work through the simulation, summarize the steps that you needed to carry out in order to escape the room. 5. Back on the main page, find and take the 10 question quiz found in the right hand margin. To receive full credit for this activity, please also include the correct answers to the 10 questions on your paper to be turned in.
 * Jan 28, Tuesday**
 * Simple Scientific Method Activity**
 * Note:** You may choose to work alone or with 1 partner for this activity. If you work with a partner, 1 person should follow the directions below and operate the laptop and the other should record answers on paper.


 * Jan 27, Monday (SWPBS Mtg. 9th Period Monday Jan. 27 Room 2104**)
 * 1) Welcome and Fire Exit Procedure
 * 2) Please carefully review the course syllabus and expectations
 * 3) Seating and Attendance (Make the seating chart on Sapphire; this will be your assigned seat at the beginning of each class each day for attendance ***Is there anyone who needs to be seated up front who has not been placed there already?**
 * 4) Collect student Network Usernames (Update email contacts folder for this class period)
 * 5) Discuss course syllabus and expectations. Questions?
 * 6) Class Website
 * 7) Textbooks / Online Textbook
 * 8) Discuss Major Course Objectives or move forward (time permitting)
 * 9) Must See Motivational Video
 * Homework:** Get syllabus signed for tomorrow. (10 points) [[file:Earth Sylabus 2013.doc]]