Spring+2011

Students completed the activity: Planets with Playdoh. **Follow directions carefully.** Planets with Play Dough:
 * 1) Groups of 4
 * 2) Label a piece of scrap paper for each planet, Sun, etc.
 * 3) Combine 6 containers of dough
 * 4) roll into 1 long uniform piece
 * 5) String works well for cutting dough
 * 6) **Read / Follow directions carefully. (This may be become more difficult than you first think)**

[|Big Bang Macroevolution] Video (10:00)

No period 8 Today
 * June 3, Friday**


 * June 2, Thursday**
 * Final Exam Today**


 * June 1, Wednesday**
 * CPS Final Exam Review**
 * Senior Final Exam Tomorrow, all else Thurs. 6/9**
 * Prepare by studying previous course tests**


 * May 31, Tuesday**
 * Returned and covered Astronomy Unit Test**
 * CPS Final Exam Review**
 * Senior Final Exam Thurs. 6/2, all else Thurs. 6/9**
 * Prepare by studying previous course tests**

Finished Universe: Life and Death of a Star **4 recent assignments you should make sure you're completed:**
 * May 26, Thursday**
 * Astronomy Unit Test Today**
 * 1) H-R Diagram Gizmo
 * 2) Celestia Activity
 * 3) Wiki Assignment 3 (Alien Planets)
 * 4) Solar System Explorer Gizmo

Check study guide completion (anyone who wasn't here yesterday) Astronomy Unit CPS Review Astronomy Extra Credit Review Puzzle offered **Astronomy Unit Test Tomorrow** **(Extra Credit Puzzle Due Then)**
 * May 25, Wednesday**
 * Final Exam Thurs. 6/2. End of 4th Marking Period**

Return remaining student tests. **STUDY THESE FOR FINAL EXAM!** Checked and displayed Astronomy Study Guide Began Viewing Universe: Life and Death of a Star
 * May 24, Tuesday**
 * Astronomy Unit Test Thursday 5/26**
 * Final Exam Thurs. 6/2. End of 4th Marking Period**

Planets and Stars to Scale **([|1] & [|2])** Finish chapter notes. (71 - 83) Viewed accompanying video clip: Death of a Star. Students began the Astronomy Unit Study Guide Return all student tests. **STUDY THESE FOR FINAL EXAM!**
 * May 23, Monday**
 * Homework:** **Astronomy Unit Study Guide (due tomorrow)**
 * Astronomy Unit Test** **Thursday 5/26**
 * Final Exam Thurs. 6/2**

Finished work on H-R Diagram gizmo (collect) Viewed Roving Mars (part 1)
 * May 20, Friday**
 * Astronomy Test Thursday 5/26**

Students began [|H-R Diagram Gizmo]. **(Due Monday)** Login to www.explorelearning.com....or replace the number with a different number username: hphyssci8 password: scirules8
 * May 19, Thursday**

Covered [|CH 30 Notes] 46 - 56. Began work on the [|H-R Diagram Gizmo] (as a class). [|H-R Diagram Gizmo]
 * May 18, Wednesday**

Handed out all [|CH 30 Notes] and covered slides 32 thru 45. Doppler Shift [|clip].
 * May 17****, Tuesday**
 * Finished Beyond the Big Bang** **(1:18:00 - end)**


 * May 16****, Monday**
 * Beyond the Big Bang (20:00 - 58:00)**

Viewed streaming clips on: [|Universe], Milky Way, and Planets & [|Stars] to [|Scale] Discuss Solar System Scale Activity Questions
 * May 13****, Friday**
 * Began viewing "Beyond the Big Bang" (0 - 20:00)**


 * May 12****, Thursday**
 * Solar System Scale Model Part 2:** Outdoor Activity (weather permitting)
 * 1) Place model Sun and planets at correct scale distances
 * 2) Answer accompanying questions on the 1/2 activity sheet paper
 * 3) Gather materials and return to room to discuss outcome/questions, view accompanying Youtube clips.
 * **Group** || **Members** || **Responsibilities** ||
 * 1 || Dominic, Scott, Amber, || * Unroll measuring tape in a straight path yielding the farthest possible distance.
 * Work with group 2 to ensure planets get placed at correct distances from the model Sun ||
 * 2 || Billy, Evan, Yagerhofer, Kyle || * Place the model planets at the correct distances from the Sun ||
 * 3 || Hunsicker, Ali, Lawrence || * Film the process (this should include interviewing the other students about what they are doing and why. Also make sure to get good shots of the model overall as well as close up clips to convey the true scale of the project) ||
 * 4 || Lexi, Ty-ty, Molfetta, McKay || * Answer the 3 questions on the 1/2 activity sheet. (Bring something to write with, a notebook to write on, and preferably a TI - scientific calculator for #3.) ||

Collected Celestia Part 1 Assignment Check and cover homework Finished viewing The Universe: "End of the Earth" (8:00 - 20:00)
 * May 11, Wednesday**
 * Solar System Scale Model Part 1**
 * 1) **Consider the boundaries** you are working within (Google Earth image of NAHS campus)
 * 2) **Choose a scale** based on your boundaries: "[|Build a Solar System Calculator]" This is great, because you type in one measurement (for example, the diameter you want your model Sun to be) and the calculator does the rest for you.
 * 3) **Create model Sun Planets:** Label Popsicle sticks and create a Sun (Plah Doh) for solar system scale activity tomorrow (outside weather permitting).

Students completed the assignment: Scale of the Universe: [|Celestia part 1]. Describe how a change in the linear dimension of a figure affects its perimeter, circumference, area or volume.
 * May 10, Tuesday**
 * Homework:** [|29.4 Study Guide] **and Celestia Part 1 due tomorrow**
 * M11.B.2.3.1**

I hate to start off the week on a negative point but, "What the bleep did some of you guys & gals do with the class time we used for wiki assignment 3?....and why haven't many of you even begun work on this considering that we started it on 4/27 and it wasn't due until 5/4!?" You need to start thinking about your final grade and the end of the course which is in like 4 weeks.
 * May 9, Monday**

Students continued the assignment: Scale of the Universe: [|Celestia part 1]. Make sure to follow the guide sheets, answer all questions, and get teacher initials when instructed on guide sheets. Class time will be available for this assignment today and tomorrow only. **Celestia Part 1 due Wednesday 5/11**

Introduced and began work on Scale of the Universe: [|Celestia part 1] (here is the [|answer sheet] to use).
 * May** **6, Friday**
 * 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

Introduce Collaborative Activity: "Solar System Formation and Leftovers." Complete **Wiki Assignment 3:** The search for "Earth-like" planets if you have not yet done so. Continued viewing The Universe: "End of the Earth."
 * May** **5, Thursday**
 * 1) [|Overview of Universe] as we know it from Big Bang Theory up to present
 * 2) Introduction to collaborative activity
 * 3) Complete table as a class
 * 4) Review table for printing

Checked and covered homework. Short vid. on Nebulae. Finished [|CH 29 Notes]. Began viewing The Universe: "End of the Earth."
 * May** **4, Wednesday**

Viewed streaming vid. on Kepler's laws Powerpoint quiz on section 29.1 Covered [|CH 29 Notes] slides 33-46 with vid on Eagle Nebula (2:00). **Homework:** [|29.1 Study Guide]
 * May** **3, Tuesday**
 * Wiki Assignment 3: The search for "Earth-like" planets will be checked and credited tomorrow**
 * 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.

Correcting any misconceptions: What is the direct cause of our changing seasons? (Globe and light demo) (Gizmo demo: Seasons?) Covered [|CH 29 Notes] 13-23 (or thru 28 if possible) w/ Demo: "[|Orbiting the center of mass]"
 * May** **2, Monday**
 * Returned and covered Rock Unit Test**
 * Homework:** **Wiki Assignment 3: The search for "Earth-like" planets will be checked and credited Wednesday**
 * 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 Universe: Milky Way
 * April** **29, Friday**

Assembly cancelled Finish Work on **Wiki Assignment 3: The search for "Earth-like" planets**
 * April** **28, Thursday (Jrs. and Snr. Assembly 8th & 9th pd outside)**

Finish Work on **Wiki Assignment 3: The search for "Earth-like" planets**
 * April** **27, Wednesday**
 * 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.

[|Earth-like planet found!?] **(September 2010)** [|Video (Michio Kaku)] [|Video] Universe: End of the Earth clip (Drake equation for potential life on other planets 12:00) Formula: Statistical Likelihood of Habitable Planets? "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. Introduce and begin work on **Wiki Assignment 3: The search for "Earth-like" planets**
 * April** **26, Tuesday**
 * Collected remaining Gizmos**
 * Test Make Ups Need to be Scheduled** **NOW!**
 * Strong Evidence of [|Alien Life]? [|Maybe Not]** (Modify to be a small group research, collaborative doc, drawing concept map, etc.)


 * 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 The Universe: Alien Planets with video question sheet
 * April** **25, Monday**

Viewed Cosmic Voyage with video question sheet Meteor showers: (Weather permitting) Lyrids April 21-22 []
 * April** **21, Thursday**

Students finished work on the [|Solar System Explorer Gizmo]. Returned student work. Meteor showers: (Weather permitting) Lyrids April 21-22 []
 * April** **20, Wednesday** **41st annual Earth day** **Friday!**
 * Homework: Finish the Gizmo if not done in class. (No more class time is scheduled for this.)**
 * Extra credit:** Bring in a pic of you observing the meteor shower and/or participating in some type of Earth Day event next week. **(must include evidence of the date. i.e. a newspaper, etc.)**
 * 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.

Students finished work on the [|Solar System Explorer Gizmo]. Returned student work. Meteor showers: (Weather permitting) Lyrids April 21-22 []
 * April** **19, Tuesday** **41st annual Earth day** **Friday!**
 * Homework:** Finish the Gizmo if not done in class
 * Extra credit:** Bring in a pic of you observing the meteor shower and/or participating in some type of Earth Day event next week. **(must include evidence of the date. i.e. a newspaper, etc.)**
 * 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.

Covered [|CH 29 Notes] 1-12. Began work on the [|Solar System Explorer Gizmo](as a class). Meteor showers: (Weather permitting) Lyrids April 21-22 []
 * April** **18, Monday** **Mtg at 1:45 pm.... Study Hall 7th pd** **41st annual Earth day** **Friday!**
 * Extra credit:** Bring in a pic of you observing the meteor shower and/or participating in some type of Earth Day event next week. **(must include evidence of the date. i.e. a newspaper, etc.)**
 * 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.

Students completed the rock unit test. Began [|Greatest Evolution Discoveries] (Bill Nye) Example of the History of Life on Earth Preserved in Rock Layers
 * April** **15, Friday**

Checked and covered Rock Unit Study Guide CPS review of rock unit. Complete, check OR cover Rock Unit Test extra credit review puzzle. (due tomorrow) **Rock Unit Test Tomorrow**
 * April** **14, Thursday**
 * 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 rock cycle concept map carefully Students began the Rock Unit Study Guide. **(due tomorrow)** (Time Permitting) Begin [|Greatest Evolution Discoveries] (Bill Nye) Example of the History of Life on Earth Preserved in Rock Layers Offered Rock Unit Test extra credit review puzzle. (due Friday) **Rock Unit Test Friday 4/15**
 * April** **13, Wednesday**
 * 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 study guide. Collected remaining metamorphic labs. Check status of rock models, complete, discuss and submit lab sheet. Students completed the [|Rock Cycle Concept Map Activity.] **(Make sure to completely write the info in each space) *This will be a useful study tool**
 * April** **12, Tuesday**
 * Homework:** Rock Cycle Concept Map (above) **Rock Unit Test Friday 4/15**
 * 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 section notes on metamorphism, with short Finish metamorphic rock lab from last time (see notes below) Students began work on the [|6.3 study guide]. (**3 pages total**) (** Warning: ** I've seen a lack of homework completion destroy grades in the past. With how many verbal reminders given, this class website, and class time usually given to start assignments, **there's no good excuse** for not having work completed on time every time, period.)
 * April** **11, Monday**
 * Homework:** metamorphic rock lab worksheet and [|6.3 study guide] **Rock Unit Test Friday 4/15**
 * 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 short clip on "How Metamorphic Rocks are Formed." and Checked and covered the sheets from yesterday. Students completed the Metamorphic Rock Lab Activity:
 * April 8, Friday**
 * 1) Number the samples on your lab sheet #45 through 50.
 * 2) Here are your answer choices: **Slate, Gneiss, Quartzite, Marble, Hornblende Schist, and Mica Schist**
 * 3) 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.
 * 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

Completed the remaining [|CH 6 Notes]. **Homework:** [|Types of Sedimentary Rocks] and [|CH 6.1a Study Guide] (due tomorrow) The end of the third marking period is April 8th. Submit any incomplete "i" work NOW!
 * April 7, Thursday**
 * 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 homework / Collected remaining rock cycle gizmos Short Streaming Vids: Sed. Rocks, Chemical Weathering and Erosion Covered [|CH 6 Notes] through slide ___ Smithsonian Virtual Field Trip [|Panoramas] (and mineral, rock, gem images time permitting)
 * April 6, Wednesday**
 * 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

Rock Cycle Lab: Creating models of a sedimentary rock. Please help clean up lab areas by returning materials to designated table in the back. Thanks! The end of the third marking period is April 8th. Submit any incomplete "i" work NOW!
 * April 5, Tuesday**
 * Finished viewing Earth Bio: Atmosphere (5-10 min.)**
 * P.S. Don't forget about Rock Cycle Gizmo and Friday's Homework:** [|5.1 Study Guide] **(we'll cover this tomorrow)**
 * 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

Finished work on the [|Rock Cycle Gizmo] and Igneous Rock lab if necessary. (Gizmo due Tuesday 4/5)
 * April 1, Friday**
 * Homework:** [|5.1 Study Guide] and finished igneous rock lab
 * 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.
 * M11.C.3.1.2** Relate slope to perpendicularity and/or parallelism.

Finished remaining igneous rock labs from yesterday. Introduced and began 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 completed as you complete the directions. The end of the third marking period is April 8th. Submit any incomplete "i" work NOW!
 * March 31, Thursday**
 * 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 igneous rock samples and streaming video clips: "Magma Inside Earth" (1st 3 minutes) and "How Igneous Rocks are Formed" (2:00). Finished [|CH 5 Notes] Students completed the Igneous Rock Lab. 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**. The end of the third marking period is April 8th. Submit incomplete "i" work NOW and STAY CAUGHT UP!
 * March 30, Wednesday**
 * Use Internet to find classification info, tables, images, etc. (not required)**
 * 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.**
 * 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.

The end of the third marking period is April 8th. Submit incomplete "i" work NOW and STAY CAUGHT UP! Returned and covered Mineral Test. Covered [|CH 5 Notes] and viewed igneous rock samples and streaming video clips: "Magma Inside Earth" (1st 3 minutes) and "How Igneous Rocks are Formed" (2:00).
 * March 29, Tuesday**
 * People who still haven't turned in Mineral I.D. Labs**
 * 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.

Finished wiki assignment 2 **(OK, seriously, today is the final class time allotted for this; completed work due Tomorrow)** The end of the third marking period is April 8th. Submit incomplete "i" work NOW and STAY CAUGHT UP!
 * March 28, Monday**
 * 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.

Finished wiki assignment 2 **(Completed assignment due Tuesday 3/29)** The end of the third marking period is April 8th. Submit incomplete "i" work NOW and STAY CAUGHT UP!
 * March 25, 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.

Finished Earth Bio DVD: Volcanoes
 * March 24, Thursday**
 * 1) Login and open Firefox
 * 2) Login to the class wiki: nahsearthscience2011.wikispaces.com
 * Click on my name or Mr. McHugh's page for the directions to wiki assignment 2 "Rock Forming Minerals"
 * Click on your name (left column) and click "Edit" or "Edit this Page"
 * It may be helpful to insert a table for good organization of your paragraph, images, etc.
 * 1) Complete Wiki assignment 2 (You may work with **solo or with 1 partner**, but make sure the completed work shows up on both of your pages if you work together. This can be accomplished w/ "copy" and "paste" when you're all done)
 * 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.

Earth Bio DVD: Volcanoes
 * March 23, Wednesday**


 * March 22, Tuesday**
 * Mineral Test and Lab Practical Today!** Done early?: Mineral Hidden Message Bonus Puzzle

Check and cover homework. CPS review for mineral test. Finish Mineral Lab and/or Extra Credit Crossword Puzzle.
 * March 21, Monday**
 * Mineral lab due tomorrow.** **Mineral Test and Lab Practical Tomorrow**
 * 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.

Students used this period to ask final questions, finish up the lab, etc. **Class time today to finish this lab. This lab is due Monday 3/21 (People who need to get caught up should see me for a pass tomorrow or Monday)**. **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. **
 * March 17, Thursday **
 * Homework:** [|4.2a Study Guide] ** (due Monday) **
 * Mineral Test and Lab Practical**** Tuesday 3/22 **
 * 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 completed Part 4 of the Mineral I.D. Lab (samples 23-29). **Class time today and tomorrow to finish this lab.** **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. **
 * March 16,Wednesday**
 * 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 continued the Mineral I.D. Lab. Please take a chance to look at the samples in Moh's hardness kit. (The box top is labeled and 7 or 8 of the samples ARE AMONG THE UNKNOWNS YOU ARE TRYING TO I.D.!
 * March 15, Tuesday (Short Mtg. this period)**
 * 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 and/or Thursday to finish this lab. Friday we have a pep rally and we will test on this chapter early next week.**
 * 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 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.**** Note: This lab will be graded on completeness and correctness. **
 * March 14, Monday**
 * 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.

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. Note: This lab will be graded on completeness and correctness. **
 * March 11, Friday**
 * Current Event:** **[|Major Earthquake] and Tsunami ([|animation]) in Japan ([|Whirlpool]) (Global [|Wave Projection])**
 * 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 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, Thursday**
 * 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. **
 * Mineral Sample # || Clues and Hints ||
 * 1 || Non-metallic Dark colored ||
 * 2 || Rhombohedral? ||
 * 3 || Pretty easy ||
 * 4 || Non-metallic Light colored ||
 * 5 ||  ||
 * 6 || Non-metallic Light colored ||
 * 7 || VERY Similar to #8 ||
 * 8 || Vitreous = "glassy" ||
 * 9 || Non-metallic Light Colored. Texture / Feel ||
 * 10 || "Striations!?" Only appears on Table. NOT ON FLOWCHART ||
 * 11 || Often confused with #13 ||
 * 12 || Pretty Easy ||
 * 13 || Often confused with #11 ||
 * 14 || Sometimes confused with #9 (Look at ALL details) ||
 * 15 || Pretty easy ||
 * 16 || Pretty easy ||
 * 17 || Look at various samples with a magnifying glass or dissecting scope. (See any surface patterns?) ||
 * 18 || ONLY FOUND ON TABLE ||
 * 20 || Often confused with 27, but shouldn't be ||
 * 21 || Pretty easy ||
 * 22 || Metallic luster ||
 * 23 || Often mis- I.D.'d as #2, but shouldn't be ||
 * 24 || Metallic luster, even if sample doesn't appear so ||
 * 25 || Metallic luster, even if sample doesn't appear so ||
 * 26 || Metallic luster, even if sample doesn't appear so ||
 * 27 || Often confused with 20, but shouldn't be ||
 * 28 ||  ||
 * 29 || NOT ON FLOWCHART ||
 * 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.

Fire Drill
 * March 9, Wednesday**
 * Strong Evidence of [|Alien Life]? [|Maybe Not].**
 * Wrap up section notes**

Checked and covered the homework. Continued [|CH 4 Notes] (thru slide 44 before Mineral I.D. Lab)
 * March 8, Tuesday**
 * Strong Evidence of [|Alien Life]? [|Maybe Not].**

Continued [|CH 4 Notes] (thru slide 44 before Mineral I.D. Lab)
 * March 7, Monday**
 * Homework:** [|4.1 Study Guide] due tomorrow
 * 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.

Current Event: National Geographic Article "Human Impact" March 2011 Viewed streaming vid. Rocks and Minerals (3:00) Continued [|CH 4 Notes] thru slide ___
 * March 4, Friday**
 * New Lab? [|Growing Crystals]**
 * 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.

Completed current event wiki activity: February 2011 Major Earthquake in New Zealand (see below). Note: After today no more class time will be available for this assignment. **(Due Monday 3/7)**
 * March 3, Thursday**
 * Make sure you know how to do each of these on your wiki:
 * 1) Correctly place a link
 * 2) Insert an image directly
 * 3) Insert a table

Returned and covered Unit 1 Test Current event wiki activity: February 2011 Major Earthquake in New Zealand:
 * March 2, Wednesday**
 * 1) Get online and find reliable, concise info on the Earthquake in New Zealand
 * 2) On the student wiki, click on YOUR NAME, and click "Edit."
 * 3) Now type a summary including, but not limited to:
 * 4) Title: **Current Event Feb 2011 New Zealand Major Earthquake**
 * 5) Magnitude (describe the # magnitude of this quake and what the term "magnitude" means. i.e. 5 compared to 4)
 * 6) Impact (damage, cost, death toll, etc.)
 * 7) Explanation of the cause (Why did the quake happen where it did? Does this region get a lot of quakes?)
 * 8) Click "Save" when done. IF IT IS UNCOOPERATIVE, HIGHLIGHT & COPY ALL TYPED WORK. REFRESH WEB PAGE, PASTE WORK BACK IN AND CLICK "SAVE" AGAIN.
 * 9) **5 points each (# 2 - 4 above) = 15 points total (Due Monday 3/7)**

Scheduled test make ups.
 * March 1, Tuesday**
 * Finished Earth Bio Ice DVD; collect / discuss.**

Began Earth Biography: Ice
 * February 28, Monday**
 * Unit 1 Test Today**

Discussed content and format for test Monday. CPS clicker review of unit 1. Unit 1 test review puzzle extra credit offered (due Monday) **Unit 1 Test** **Monday 2/28**
 * February 25, Friday**
 * Checked and covered homework**

Continued work on the topographic map activity. **Completed maps due tomorrow**
 * February 24, Thursday**
 * 1) Use a pencil to develop contour lines at each 5 unit interval (i.e. a contour line connecting all points of 15 units, 20 units, 25 units, etc.)
 * 2) Once you're confident of your contour lines, darken them and trace them onto a blank piece of printer paper.
 * 3) Label the contour lines and turn in your work!
 * 4) **Homework:** [|Study Guide 2.2]**.** **Unit 1 Test** **Monday 2/28**
 * 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).

Continued work on the topographic map activity. Click [|here] and scroll down to see how a topo map will be generated from data collected yesterday and today. **Unit 1 Test****Monday 2/28**
 * February 23, Wednesday**
 * 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).

Checked and covered the homework. I introduced and students began work on the topographic map activity. **(3 large groups)**
 * February 22, Tuesday**
 * 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).

Collect remaining Google Earth activity sheets Finish section notes. Map projections (demo). Finish Earth Biography: Rare Earth
 * February 17****, Thursday**
 * Homework:** [|Study Guide 2.1]
 * 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).

Study Island Practice Graph Functions, Equations and Inequalities. Do any Jrs. have questions on PSSA items? Demonstrated how to Determine Distances on Google Earth. Finish and submit Google Earth activity. **(due Tomorrow if not done in class)** Extra time? Do you know of any other cool Google Earth features? (Street view, flight sim, gallery)
 * February 16****, Wednesday**

I introduced and students began: Google Earth Science Places of Interest. [|Locating Places on Google Earth.doc]
 * February 15****, Tuesday**
 * On Google Earth:**
 * 1) Who can provide "best coordinate description" for Pennsylvania?
 * 2) Who can provide "best coordinate description" for Northampton?
 * 3) Who can provide "best coordinate description" for the NAHS flagpole?


 * Degree of detail of your answer depends on how large the object is. (i.e. coordinates for an ocean may be given in degrees alone)
 * 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
 * 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.


 * February 14****, Monday**
 * Collected Water Taste Experiment**

Covered [|Unit 1 Notes] slides 37 to 47. I introduced and assisted students to begin: Google Earth Science Places of Interest. (Finish tomorrow on your own)
 * Study Island Practice: Quadratic Equations, Linear Equations and Slope**


 * February 10****, Thursday**
 * Collect data count from yesterday's lab:**
 * Completed lab write up due Monday 2/14. If you weren't here, read yesterday's blog posting and get caught up.**


 * **REMEMBER** that the null hypothesis being tested **EXPECTS** that if 51 people took the water taste test and the water came from 5 sources, then about 10.2 people should favor each sample of water. **REMEMBER ALSO** that as our **OBSERVED** results get farther and farther away from that....that there is more evidence for rejecting the null hypothesis.
 * Chi-squared [|calculator] online. Chi-squared [|distribution table]. Translate what the output from the online calculator means:
 * The calculator will give us a **p value**, which when translated literally means, **"the percentage of time that a difference as large as the one we got between the Observed and Expected will happen by chance alone."** And most professional scientists agree that if a difference between the **OBSERVED and EXPECTED** happens by chance alone only 5% of the time or less.....bingo!...reject the null.
 * Write Experiment section (detailed, step-by-step procedure someone could follow to repeat this experiment. Minimum suggested length of 2 paragraphs)
 * How many people were tested? How many sources did the water come from? How was it labeled? The temperature was kept at room temperature for over 24 hours. How exactly was the test conducted in class? What data were collected? What was the purpose of using the Chi-Square test on the data?
 * Write Conclusions section
 * According to the null hypothesis, what was the expected outcome? (Explain why) What was our observed outcome? (Include a data table displaying: expected, observed, difference and p-value) Does the result (p-value) of the Chi-Square test suggest that we should support or reject the null hypothesis? EXPLAIN WHY. (Minimum suggested length of 2 paragraphs)
 * Answer questions and submit this lab. Note: directions above and below should help answer any questions you have, but ask a peer or myself if you need extra help.

__**A concise explanation of the water taste test lab:**__
 * The Chi-Square Test Result**
 * Water Source || Expected || Observed || Difference ||
 * 1 || 10.2 || 11 || 0.8 ||
 * 2 || 10.2 || 13 || 2.8 ||
 * 3 || 10.2 || 11 || 0.8 ||
 * 4 || 10.2 || 8 || 2.2 ||
 * 5 || 10.2 || 8 || 2.2 ||
 * Essential Question: What is the probability that the differences above** __**were due to random chance alone?**__
 * Key Point: If the differences were due to random chance (and nothing else), we would conclude that water taste is not influenced by water source.**


 * = **If the p-value is less than 5%,**
 * conclude that the difference WAS NOT DUE TO CHANCE.**
 * REJECT THE NULL. It seems taste IS**
 * influenced by source.** ||= **<** ||= **5%**
 * (0.05)** ||= **<** ||= **If the p-value is 5% or greater,**
 * conclude that the difference WAS DUE TO CHANCE.**
 * DO NOT REJECT THE NULL. It seems taste IS NOT**
 * influenced by source.** ||

**THE P-VALUE FROM OUR DATA = __**

I introduced the [|Water Taste Test Experiment]
 * February 9****, Wednesday**
 * **Question: Is water taste preference influenced by the source of the water?**
 * We discussed variables, hypotheses, and the experiment itself.
 * We conducted the experiment, recorded observations and collected data.
 * Students recorded the question on a piece of lined paper, wrote a detailed, step-by-step description of the experiment. (If you were not here, you must find out exactly what was done from a peer)
 * COLLECT ALL DATA ON BOARD!


 * 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.

Check and cover homework.
 * February 8****, Tuesday**
 * Create an account at wikispaces.com: [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://nahsearthscience.wikispaces.com/file/view/Creating+an+Earth+Wikispace+Page+Spring+2011.doc"]] [|Creating an Earth Wikispace Page Spring 2011.doc]**
 * RECORD USERNAME AND PASSWORD AND KEEP THIS SHEET!

Covered [|Unit 1 Notes] through scientific method (22-36). **Homework:** [|1.1 Study Guide] and [|Earth Sci Branches Class.isf] due at the beginning of class tomorrow.
 * February 7****, Monday**


 * February 4****, Friday**
 * Announcement:** **A textbook may be signed out at any point during this course.**
 * Activity: Earth Systems Interactions**
 * 1) Throughout your text, there are MANY examples of interactions between earth systems: Lithosphere, Hydrosphere, Atmosphere, and Biosphere. It's what earth science is all about. Examples of such interactions include different types of weathering, the water cycle, carbon cycle, etc. etc.)
 * 2) Your Job: Work with a partner, using a textbook, on 1/2 sheet of paper:
 * 3) Explain an example of an interaction between at least 2 earth systems. Cite specific pages, images and information from the text. If other systems are involved, explain that too.
 * 4) Present your explanation to the class.
 * 5) Class: help to ID if other systems are involved.

Checked signed syllabus and viewed streaming video "[|Why Earth Science?]" (6:30). Covered [|Unit 1 Notes] to slide 21 "Lithosphere."
 * February 3****, Thursday**
 * Announcement:** **A textbook may be signed out at any point during this course.**

Seating, Welcome, and Fire Exit Procedure Record my new email address and our class website on your course syllabus. (This is your life line!) Interview and introduce a neighbor / Covered course syllabus and expectations:
 * January 31, Monday**
 * Homework:** Get syllabus signed for tomorrow. (10 points, no excuses) [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://nahsearthscience.wikispaces.com/file/view/Earth+Sylabus.doc"]] [|Earth Sylabus.doc]
 * 1) Meet your neighbor
 * 2) Make notes about his or her interests & future plans
 * 3) Introduce him or her briefly (30-60 sec.) and give us one piece of info from the syllabus or class rule
 * 4) Class Website