Fall+2010


 * January 21, Friday** **(Periods 8 & 9 = Pd. 9 Exam)**


 * January 20, Thursday** **(Periods 8 & 9 = Pd. 8 Exam)**
 * Period 4 CPS Final Exam Review** **#2**

Completed Marine Animal Project must be ON YOUR Wiki Page by Thurs. 1/20
 * January 19, Wednesday** **(Periods 3 & 4 = Pd. 3 Exam)**
 * Period 8 CPS Final Exam Review #2**
 * End of 2nd Marking Period** **Tues. 1/25**

**January 18, Tuesday** **Snow Day**

Completed Marine Animal Project must be ON YOUR Wiki Page by Wed. 1/19
 * January 13, Thursday**
 * CPS Final Exam Review** **#1**
 * 4th Period Final Exam Thurs. 1/20,** **8th Period Final Exam Wed. 1/19, End of 2nd Marking Period** **Tues. 1/25**

Snow Day
 * January 12, Wednesday**


 * January 11, Tuesday**
 * Test Make Ups**
 * Students began work on Final Exam Crossword Review**
 * Return/Cover Marine Bio Test**
 * 4th Period Final Exam Wed. 1/19,** **8th Period Final Exam Tues. 1/18, End of 2nd Marking Period Fri. 1/21**

Continued Blue Planet: Tidal Seas
 * January 10, Monday**
 * Marine Bio Test / Test Make Ups**
 * 4th Period Final Exam Wed. 1/19,** **8th Period Final Exam Tues. 1/18, End of 2nd Marking Period Fri. 1/21**

Snow Day
 * January 7, Friday**

Began viewing Blue Planet: Tidal Seas
 * January 6, Thursday**
 * Marine Biology Unit Test Today**
 * Complete Study Island Problems: Linear Equations, Slope, Parallelism and Perpendicularity**
 * 4th Period Final Exam Wed. 1/19,** **8th Period Final Exam Tues. 1/18, End of 2nd Marking Period Fri. 1/21**


 * January 5, Wednesday**
 * Extra Credit Review Puzzle Offered (due tomorrow)**
 * CPS Review for Marine Biology Unit**
 * Marine Biology Unit Test Tomorrow**
 * 4th Period Final Exam Wed. 1/19,** **8th Period Final Exam Tues. 1/18, End of 2nd Marking Period Fri. 1/21**


 * January 4, Tuesday**
 * Check and cover current event article questions**
 * Students continued work on Marine Animal Project (Due 1/13)**
 * Extra Credit Review Puzzle Offered (due Thursday)**
 * Marine Biology Unit Test Thursday 1/6**
 * 4th Period Final Exam Wed. 1/19,** **8th Period Final Exam Tues. 1/18, End of 2nd Marking Period Fri. 1/21**
 * Urgent! : If you have incomplete assignments for 2nd marking period, you need to get them to me immediately! You're not going to see major new assignments before the end of the course, but it is YOUR RESPONSIBILITY to make sure you're caught up at this point. __Your final course grade will = what you have earned__. If you have failed to turn in major assignments, now is the time to act!!! **

Return all student tests. **STUDY THESE FOR FINAL EXAM!**
 * January 3, Monday**
 * Introduce Current Event Article: Cement from Thin Air (read and answer questions by tomorrow)**
 * Students continued work on Marine Animal Project (Due 1/13)**
 * Marine Biology Unit Test Thursday 1/6**
 * 4th Period Final Exam Wed. 1/19,** **8th Period Final Exam Tues. 1/18, End of 2nd Marking Period Fri. 1/21**


 * December 23, Thursday**
 * Viewed Survival Island DVD**
 * Have a Safe and Happy Holiday Break!**
 * Marine Bio Test and Final Exam Review after holiday break**

Complete Study Island Problems Relations and Functions, and Linear Equations Continue work on Marine Animal Project **(Period 8: Mt. St. Helen DECA presentation Auditorium?)**
 * December 22, Wednesday**
 * Marine Bio Test and Final Exam Review after holiday break**

Checked and displayed Phyla Grid Sheet. Continued Concept Map Puzzle from yesterday (see directions below) **Completed Printed Map due Tomorrow**
 * December 21, Tuesday**

**If you finish early, continue work on your Marine Animal Project**

 * Marine Bio Test and Final Exam Review after holiday break**


 * S11.A.3.3.1 ** Describe or interpret recurring patterns that form the basis of biological classification

Continued Concept Map Puzzle from yesterday (see directions below) **Completed Printed Map due Wednesday** Students began work on [|Marine Animal Phyla Grid] sheet. (**Homework:** This sheet is due tomorrow if not done in class today.)
 * December 20, Monday**
 * Marine Bio Test and Final Exam Review after holiday break**


 * S11.A.3.3.1 ** Describe or interpret recurring patterns that form the basis of biological classification

Complete Study Island Problems: Graph Functions, Equations, Inequalities, and Central Tendency Continued Concept Map Puzzle from yesterday (see directions below)
 * December 17, Friday**
 * Log onto a laptop right away**

**If you finish early, continue work on your Marine Animal Project**

 * December 16, Thursday**
 * Log onto a laptop right away**

Log onto www.mywebspiration.com
==4. When you're finished, type your names on top and print 1 copy. (See side board for directions)==
 * 1) ==Click "Launch Mywebspiration"==
 * 2) ==Open the "Marine Bio Concept Puzzle" I sent you==
 * 3) ==Read the directions an begin the activity==
 * You may collaborate with 1 partner by clicking "Collaborate" and "Invite" (type in the username or email of your partner)
 * Your work will be saved automatically


 * S11.A.3.3.1 ** Describe or interpret recurring patterns that form the basis of biological classification

Pass around mywebspiration.com username sheet Cover remaining [|CH 15] Notes (**Seniors:** Make sure you get yesterdays missing notes from someone or on the class website) View accompanying Underwater Trilogy DVD sections: Marine Reptiles and Mammals
 * December 15, Wednesday**
 * Announcement: Don't forget that you may earn extra credit by emailing me correct answers to the Questions from Class page. (Don't forget to answer completely, include images if appropriate, and cite your sources)**
 * Also, you may earn extra credit by completing the coloring diagrams handed out during class. (Please see blog entry for December 7th below for directions) *3 points each X 10 diagrams for a total possible 30 points extra creidt **


 * S11.A.3.3.1 ** Describe or interpret recurring patterns that form the basis of biological classification

Pass around mywebspiration.com username sheet (if you forgot, you have until tonight to create the account for credit) Cover remaining [|CH 15] Notes and discuss accompanying diagrams
 * December 14, Tuesday (4th period Senior Assembly for cap & gown measurements)**
 * Announcement: Don't forget that you may earn extra credit by emailing me correct answers to the Questions from Class page. (Don't forget to answer completely, include images if appropriate, and cite your sources)**
 * Also, you may earn extra credit by completing the coloring diagrams handed out during class. (Please see blog entry for December 7th below for directions)**

Homework: Create an account (username and password) @ www.mywebspiration.com
Tomorrow a sheet will be passed around to record your username, so make sure you write it down and bring it to class. I will then be sharing a document with you online. As long as you've successfully created an account, you will receive the document and I will grant you homework credit.


 * S11.A.3.3.1 ** Describe or interpret recurring patterns that form the basis of biological classification

Cover [|CH 15] Notes on phylum mollusca and echinodermata Take another look at accompanying diagrams View accompanying Underwater Trilogy DVD sections.
 * December 13, Monday**

Homework: Create an account (username and password) @ www.mywebspiration.com
Tomorrow a sheet will be passed around to record your username, so make sure you write it down and bring it to class. I will then be sharing a document with you online. As long as you've successfully created an account, you will receive the document and I will grant you homework credit.

Begin work on Marine Animal Project / Presentation **(Groups of 1 or 2 only)** mchugh_finalproject.doc
 * December 10, Friday**
 * 1) Format may vary, but completed project must appear on your page on the class wiki. So the first thing you must make sure of is that you have a username / password and that you've requested membership to this site.
 * 2) Research and decide on a marine animal **(CHOOSE A SPECIFIC SPECIES)** you will conduct further research on and create a project / presentation.
 * 3) Decide on a project format. Do you want to use iMovie, to create a new web page, or some other format.
 * 4) **Your job is to become an expert on this animal!** Complete the project addressing each of the following grading criteria:

Summary / Taxonomy (Classification)
What are the taxa translations? i.e. Phylum Porifera = "pore bearer." Translate all taxa from phylum down to genus/species Summarize the most important information concerning the: Phylum, Class, Order, Family, Genus and Species. i.e. if you are researching a particular sponge species, provide general info about all sponges, info about your class of sponges, family, genus **AND SPECIFICS ABOUT YOUR SPECIES.**

Anatomy and morphology
Summarize the form of these animals. Describe their form, cells, body structure etc. Are they simple cellular, do they have tissues, organs. (Only the more complex animals will have descriptions of organs, organ systems, etc.)

Physiology
Summarize the body function of these animals. Again, (the more complex animals will have descriptions of complex physiology)

Ecology
Summarize how and where they live. Explain their distribution (where they're found) and their interactions with other organisms and their environment.

Reproduction
Describe how these organisms reproduce. (Again, are all members of the phylum the same? Do they reproduce differently based on the class they belong to? Does your organism reproduce differently than others within the phylum?)

Importance and Relationship with Humans
Summarize any human use of these organisms for food, etc.

Expected
||
 * Clockwise || 27 || 30 || 3 || 0.333 ||
 * Counter-Clockwise || 27 || 24 || -3 || 0.333 ||
 * Chi Squared Value ||  ||   ||   || 0.666 ||


 * Before you even begin to read the description below, notice these 2 key things: **
 * 1) ** We found that sinks seem to pretty much drain in both directions very frequently **
 * 2) ** Our observed outcome seems pretty close to our expected outcome. ** (The Chi result explains "how close")

Now use this table and your calculated Chi Squared value (from above) to **determine your corresponding p-value. Notice the Chi value of 0.666 is FAR OFF TO THE LEFT. In our case, __a Chi-Squared calculator was used to determine that 0.666 corresponds to an exact p-value of 41.6%__ (This is the single most important number for this whole experiment; read more below to find out why)**
 * **p-value** || 0.25 || 0.20 || 0.15 || 0.10 || ==**0.05**== || 0.025 || 0.02 || 0.01 || 0.005 || 0.0025 || 0.001 || 0.0005 ||
 * **Chi Squared Value** || 1.32 || 1.64 || 2.07 || 2.71 || 3.84 || 5.02 || 5.41 || 6.63 || 7.88 || 9.14 || 10.83 || 12.12 ||


 * Essential Question: What does this p-value mean? It is the probability that the difference between observed and expected** **was due to random chance alone? THAT'S WHY THE CHI-SQUARED test is used. If the difference was not due to chance, perhaps the hemisphere (Coriolis force) does strongly influence the direction of drain rotation....we'll see.**


 * *Key Point: If the difference between observed and expected was due to random chance (and nothing else), we would conclude that** **hemisphere DOES NOT have a strong influence on the rotational direction of draining water.**
 * = **A p-value**
 * here means that the**
 * difference was probably**
 * not due to chance alone. Therefore,**
 * REJECT THE NULL HYPOTHESIS!**
 * It seems hemisphere may have**
 * a strong influence on the rotational**
 * direction of draining water.** ||= **<** ||= **5%**
 * (0.05)** ||= **<** ||= **A p-value**
 * here means that the**
 * difference was probably** **WAS DUE TO CHANCE.**
 * DO NOT REJECT THE NULL. It seems** **hemisphere**
 * DOES NOT have a strong influence**
 * on the rotational direction of draining water.** ||
 * **REMEMBER** that the null hypothesis being tested **EXPECTS** that if 54 sinks were tested, that 27 should drain clockwise and 27 should drain counter-clockwise; translation: hemisphere has no direct effect on drain rotation. **REMEMBER ALSO** that as our **OBSERVED** result gets farther and farther away from that....then there is stronger evidence for rejecting the null hypothesis; translation: hemisphere has a strong influence on drain rotation.
 * 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 see between the Observed and Expected will happen by chance alone."** And most professional scientists agree that if a difference **that large** happens by chance alone only 5% of the time or less.....bingo!...reject the null hypothesis, and therefore conclude that hemisphere (Coriolis force) probably does influence the direction of drain rotation.

Study Island weekly math concepts: "Coriolis Experiment & Data Collection."
 * November 19, Friday**
 * Central Tendency (Answer the questions on the sheet)
 * Finish/Discuss** activity on Chi-squared statistical test. **Key Question:** Do we know how and why the test is used, and what the results will mean?
 * 1) Introduce question, hypothesis, experiment and data collection.
 * 2) **Use great care when filling sink/pulling plug, DON'T FORCE PLUG INTO DRAIN (Easier to remove)**
 * 3) Practice filling, draining, & observing before collecting data.
 * 4) **Gather data on board.** Discuss. **For today, begin to write up "Experiment" section**
 * 5) Students use Chi-Squared test to analyze the data **(Monday, once data from other class is collected too)**
 * 6) Discuss, write conclusions, collect.
 * M11.E.4.1.2** Use probability to predict outcomes.

Collected any remaining marlinspike sheets. Covered [|CH 8 Notes] through slide 11 w/ globe and light demo. Viewed YouTube videos on the Coriolis Effect. Begin class activity on Chi-squared statistical test (should be at least a little familiar...we used it earlier in the year)
 * November 18, Thursday**
 * M11.E.4.1.2** Use probability to predict outcomes.

Finished marlinspike (knot-tying) activity (Assembly affects 4th Sophmores and 8th period Seniors) Take a guide if needed **(Completed sheets Due Tomorrow**) Done early? Work on "Coordinate Tag!" with Google Earth
 * November 17, Wednesday**

World Seas quiz today. Begin marlinspike (knot tying) activity.
 * November 16, Tuesday**

CPS review of world seas. Finished [|Boating and Navigation Notes] slides 24 - 39 (vocab & knot tying). CPS review of world seas. **World Seas Quiz Tomorrow!**
 * November 15, Monday**

Mini lesson on Central Tendency and Possible Outcomes Students completed Study Island practice problems (due Monday)
 * November 12, Friday**
 * Have a calculator handy in class today. **
 * Demo Line Plot [|Gizmo] (Mean, Median, Mode, Range)
 * It often helps to sort your data into increasing order first
 * Quartiles (one of four equal groups, each representing 25% of the distributed sampled population.) [|Gizmo]
 * Methods for Solving Possible Outcome Problems
 * 1. Logic (#1 on practice problems)
 * 2. nCr (combination formula used **when order doesn't matter**) [|Gizmo] and calculator Demo
 * 3. nPr (permutation formula used **when order does matter**) [|Gizmo] and calculator Demo
 * 4. Multiplying Probability of Events (Class Elections)
 * Note: I will only grant credit if you show your work. However, you will not be denied credit for incorrect answers.**
 * Students finished work on** [|World Seas with Google Earth] **(due Monday)**
 * Done early? Try the "Coordinate Tag!" enrichment bonus activity (Marine Biology on Google Earth)**
 * World Seas Quiz Tuesday 11/16**
 * M11.E.2.1.3** Describe how outliers affect measures of central tendency.
 * M11.E.2.1.2** Calculate and/or interpret the range, quartiles and interquartile range of data.
 * M11.E.2.1.1**Calculate or select the appropriate measure of central tendency (mean, mode or median) of a set of data given or represented on a table, line plot or stem-and-leaf plot.

Checked and covered the [|World Seas Worksheet]. Students began work on [|World Seas with Google Earth].(Next time use before World Seas Sheet) Don't forget to create your wikispace account and complete the worksheet (I'm going to grant credit as I approve your membership to the class page) **World Seas Quiz Tuesday 11/16** **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.
 * November 11, Thursday**
 * 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).

2. Students began the [|World Seas Worksheet]. (Finish for tomorrow) 3. **Students completed the**** " Creating a Wikispace Page" worksheet. (Finish for tomorrow) **
 * November 10, Wednesday**
 * 1) Students finished and submitted [|Latitude and Longitude with Google Earth]
 * Bonus: When you're done, in the bottom left corner, make sure "Explore the Ocean" is checked AND NOTHING ELSE. Explore Earth's oceans. Click on the small icons you find and give a brief description for what you find as well as the latitude and longitude of each location. **

**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.
 * World Seas Quiz Tuesday 11/16**
 * 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).

Get one computer per pair up and running right away. Students completed [|Latitude and Longitude with Google Earth]. (pairs) (next time add questions to back) **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.
 * November 9, Tuesday** **(Go to Wilkes for 5PM****)**
 * Demo using Google Earth ruler tool to draw a North-South line
 * Record actual distance, Latitude of northernmost and southernmost points
 * Subtract to find the change in latitude
 * Bonus: When you're done, in the bottom left corner, make sure "Explore the Ocean" is checked AND NOTHING ELSE. Explore Earth's oceans. Click on the small icons you find and give a brief description for what you find as well as the coordinates of each location. **
 * 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).

Show the newest page on our class website**: Questions from Class** Reviewed Graph of 1st Marking Period Performance. Some people have already used their homework freebie for 2nd marking period. (** Warning: ** I've seen a lack of homework completion destroy grades in the past. With how many verbal reminders given, and our website, there's no excuse for not having work completed on time every time, period.) Returned and covered Geology Unit Test Time Zone Practice Problem (steps to solve provided) Covered [|Boating and Navigation Notes] slides 24 - 39.
 * November 8, Monday**

Checked and covered the homework. Finished Dolphin DVD. **S11.D.1.3** Explain the significance and contribution of water as a resource to living things and the shaping of the land.
 * November 5, Friday**

Question raised yesterday: Why don't we "feel" the Earth rotating? After some brief research, it basically comes down to relative motion. "Our sense of balance comes from fluid in our ears. When you spin in a circle and come to a stop, inertia keeps the fluid in your ears spinning. This makes you feel dizzy. However, as the earth spins, the fluid in our ears is spinning at the same rate, and in the same direction, as our bodies. That is, it is moving relative to some non-moving point, but it is not moving relative to our bodies." -Wiki Answers

Also, **"At the equator, the circumference of the Earth is 40,070 kilometers, and the day is 24 hours long so the speed is 1670 kilometers/hour (1070 miles/hr). This decreases by the cosine of your latitude so that at a latitude of 45 degrees, cos(45) = .707 and the speed is .707 x 1670 = 1180 kilometers/hr.**" -NASA

Collected Study Island Problems and Dolphin video questions (if not turned in yesterday). **Have a calculator handy today.** Handed out all [|Boating and Navigation Notes] and covered slides 1 - 13 (next time, present as a 2 day, inquiry-based approach where students are given simply a question/problem and tasked to develop the "Steps to Solve" by discussion/research in small groups.) and 18 - 21. Students began the [|Mile Conversion] and [|Time Zone] worksheet (only after a good approach is developed and explained.. **bonus for groups who successfully do this)** **S11.D.1.3** Explain the significance and contribution of water as a resource to living things and the shaping of the land.
 * November 4, Thursday**
 * Essential Question: Why is the local time dependent on longitude? and How can this be used to determine time difference between 2 locations on Earth?**

Students viewed Dolphin IMAX DVD and answered video questions (sheets collected at the end of class) **S11.D.1.3** Explain the significance and contribution of water as a resource to living things and the shaping of the land.
 * November 3, Wednesday**


 * November 2, Tuesday**
 * Geology of Oceanography Unit Test Today.** Students began the Study Island Practice Problems for this week: Pythagorean & Slope, Paralellism, Perpendicularity **(due Thursday)** **Note: I will only grant credit if you show your work. However, you will not be denied credit for incorrect answers.**

Checked the Unit 2 Review Puzzle CPS Review of Geology of Oceanography Unit. **Geology of Oceanography Unit Test Tomorrow** The end of the first marking period is November 3rd. Submit any incomplete "i" work NOW!
 * November 1, Monday**

Collected Study Island Problems from yesterday Created some new sea floor models. Use your textbook to create one of the following models: Textbook page: 76, 83, 84, 101, 105, 112
 * October 29, Friday** (10:35 Dismissal 1/2 day in-service)

Checked and covered the homework. Mini Lesson: explorelearning & Study Island: Slope, Paralellism, Perpendicularity and Point Slope Formula. Unit 2 Crossword Review Puzzle. (**will also be credited tomorrow**) The end of the first marking period is November 3rd. Submit any incomplete "i" work NOW!
 * October 28, Thursday**
 * 1) 2 Sample problems together
 * 2) Practice on your own (**will be collected tomorrow**, credited and turned in to the math department)
 * Geology of Oceanography Unit Test** **Tuesday November 2nd**
 * M11.C.3.1.2** Relate slope to perpendicularity and/or parallelism.

Viewed Great White Shark Uncaged. Students began working on the [|Geology of Oceanography Study Guide]. **Homework:** Study Guide due tomorrow. The end of the first marking period is November 3rd. Submit any incomplete "i" work NOW!
 * October 27, Wednesday (8th Pd. = 1 hour)**
 * Geology of Oceanography Unit Test Tuesday November 2nd**

Collected completed maps Quiz today: Earth Layers, Side Profile, and Contour Maps. When done, turn in quiz and complete ocean mapping gizmo: The end of the first marking period is November 3rd. Submit any incomplete "i" work NOW!
 * October 26, Tuesday**
 * 1) Safari to explorelearning.com and open the gizmo
 * 2) Map out your ocean region
 * 3) Complete steps on the sheet, show me the "safe path" for your ship and I'll initial your sheet
 * 4) Turn in sheet
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.

CPS review for the quiz tomorrow. Teacher demo of side profile technique for sea floor mapping activity. Finish [|Mapping the Seafloor Activity] and any other work owed from last week. **(These 3 items are due tomorrow)** The end of the first marking period is November 3rd. Submit any incomplete "i" work NOW!
 * October 25, Monday**
 * PSSA Retakes Pds. 1-4 10/25 - 10/28**
 * Quiz tomorrow** on Earth Layers, Side Profile, and Contour Maps.
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.

Checked and covered homework. Quick demo of echo sounding with a Vernier motion sensor. I introduced and students began work on [|Mapping the Seafloor Activity]: As your group collects the depth data, you should also finish coloring your seafloor maps.
 * October 22, Friday; Make sure you tip your waiter or waitress 15-20% !**
 * 1) Record your box # on your sheet immediately
 * 2) Make sure the columns and rows on your paper match those on your box top
 * 3) Keep the sounding stick held vertically
 * 4) Stop lowering the sounding stick when you first touch seafloor
 * Quiz Tuesday** on Earth Layers, Side Profile, and Contour Maps.
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.

Finished Deep Sea Volcanoes DVD. Overhead as a class on "Finding the Sunken Treasure." Finished [|CH 4 Notes] and viewed streaming video clips: Volcanic Vents and Deep Sea Trenches. Finished [|Reading Contour Maps part 2]. **Homework:** [|CH 4 Homework Sheet]
 * October 21, Thursday**
 * Quiz Tuesday** on Earth Layers, Side Profile, and Contour Maps.
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.

Meeting today **at 1:00PM** Students viewed Volcanoes of the Deep DVD; video questions collected at the end of class**.** There will be some class time tomorrow for finishing seafloor maps if needed. **S11.D.1.1.2** Explain the processes that take place at plate boundaries and how these processes continue to shape Earth (e.g., volcanic activity, earthquakes, mountain building, mid-ocean ridges, deep-sea trenches, new land being formed).
 * October 20, Wednesday**
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.

Displayed and discussed Reading Contour Maps part 1 and methods to improve resolution. Introduced [|Reading Contour Maps part 2]. Students continued work on [|Reading Contour Maps Part 1] and part 2. Returned student work.
 * October 19, Tuesday**
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.

Collected any Bathymetry packets from Friday. Completed the [|topo map sheet] as a class. Students began work on [|Reading Contour Maps Part 1].
 * October 18, Monday**
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.

Revisited [|Graphing the Ocean Bottom] with students and labeled the graph together. Students then constructed models of the Atlantic ocean basin and completed the [|Bathymetry packet] (Show Google Earth as an example). This packet is due Monday if not finished in class.
 * October 15, Friday**
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.

Quiz makeups. We covered slides 1-13 of the [|CH 4 Notes] (Show Atlantic Basin Contours on Google Earth). Streaming video clips: Topobathy, What is Continental Shelf?, Abyssal Plain, Mid-Ocean Ridge. Students began working on the [|Graphing the Ocean Bottom] worksheet. **Homework: Finish Graphing the Ocean Bottom worksheet for tomorrow** **S11.A.3.2** Compare observations of the real world to observations of a constructed model. **S11.D.1.1.2** Explain the processes that take place at plate boundaries and how these processes continue to shape Earth (e.g., volcanic activity, earthquakes, mountain building, mid-ocean ridges, deep-sea trenches, new land being formed).
 * October 14, Thursday**

Returned work. **CH 3 Quiz Today.** Ring of Fire DVD (0-17:00 and 30-36:00) **S11.D.1.1.2** Explain the processes that take place at plate boundaries and how these processes continue to shape Earth (e.g., volcanic activity, earthquakes, mountain building, mid-ocean ridges, deep-sea trenches, new land being formed).
 * October 13, Wednesday**

Checked and covered homework. CPS review for tomorrow's quiz. **CH 3 Quiz Tomorrow: Vocab matching, multiple choice, diagram labeling, and short answer.** Review "[|Paleomagnetism]":
 * October 12, Tuesday**

[|Apparent Polar Wander]
 * 1) Along mid ocean ridges lava is constantly forced up and cools into earth's newest crust (here lithospheric plates diverge)
 * 2) Cooling lava contains tiny minerals (some of which are magnetic and point to earth's north pole when they become solid)
 * 3) Minerals in rocks near the ridges do point to the north pole
 * 4) As you move away from the ridge, in either direction, you will find that minerals in these rocks point to the south pole. Even farther from the ridge they point back to the north pole....and so on.
 * 5) Evidence now suggests that Earth's magnetic poles undergo reversals approximately every 100,00 years.
 * 6) Radiometric dating of sea floor rocks has shown that younger rocks are found near mid ocean ridges and older rocks are found farther away from mid ocean ridges
 * 7) All of this is strong evidence of sea floor spreading and plate tectonics.

**S11.D.1.1.2** Explain the processes that take place at plate boundaries and how these processes continue to shape Earth (e.g., volcanic activity, earthquakes, mountain building, mid-ocean ridges, deep-sea trenches, new land being formed).

Covered remaining [|CH 3 Notes] with Magnetic Field Reversal [|Interactive] and [|Animation] Hot Spot [|Animation]. [|Homework: CH 3 Homework Sheet] **CH 3 Quiz Wed. 10/13. NEXT TIME: video clip "Pole Reversal" and/or clip(s) from magnetic storm.** **S11.D.1.1.2** Explain the processes that take place at plate boundaries and how these processes continue to shape Earth (e.g., volcanic activity, earthquakes, mountain building, mid-ocean ridges, deep-sea trenches, new land being formed).
 * October 8, Friday**

**October 7, Thursday** Completed the [|Earthquake gizmo] (as a class due to computer instability). **S11.D.1.1.2** Explain the processes that take place at plate boundaries and how these processes continue to shape Earth (e.g., volcanic activity, earthquakes, mountain building, mid-ocean ridges, deep-sea trenches, new land being formed).

Begin with global volcano and seismic(earthquake) data on Google Earth ([|open file at bottom]). Viewed streaming vid: Drift Spread Tectonics (11:00). Continued [|CH 3 Notes] slides 11 - 21 with Plate Boundaries [|Animations] Seafloor Spreading Plates [|Animation] and [|Animation 2]. **S11.D.1.1.2** Explain the processes that take place at plate boundaries and how these processes continue to shape Earth (e.g., volcanic activity, earthquakes, mountain building, mid-ocean ridges, deep-sea trenches, new land being formed).
 * October 6, Wednesday**
 * Classwork, Homework and Tests are all important to your overall grade! (Review Graph of Class Performance)**
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification, chemical periodicity, geological order, or astronomical order.

Finding Global Patterns of earthquakes and volcanoes:
 * October 5, Tuesday**

**S11.D.1.1.2** Explain the processes that take place at plate boundaries and how these processes continue to shape Earth (e.g., volcanic activity, earthquakes, mountain building, mid-ocean ridges, deep-sea trenches, new land being formed). **S11.A.1.3.2** Describe or interpret dynamic changes to stable systems (e.g., chemical reactions, human body, food webs, tectonics, homeostasis).
 * 1) Use your map to go to that location on Google Earth.
 * 2) Make sure you have "Gallery" checkmarked and that you zoom in to the point where you can see volcanoes & earthquakes
 * 3) On your paper map, plot as many volcanoes as you can with an X and earthquakes with an O.
 * 4) Now on Google Earth begin to follow the line of volcanoes/earthquakes you find (doesn't matter which direction). As you do this, on your global map (other side of paper) begin to draw a line connecting as many of these as possible. **The goal is to identify a global trend of volcanoes and earthquakes.**

Returned and covered Unit 1 Test. Collected remaining [|model of earth layers] worksheets from Friday. Students completed the mini [|Pangaea Gizmo] (NOTE: We only completed parts B and C of this 4 page document). **S11.D.1.1.2** Explain the processes that take place at plate boundaries and how these processes continue to shape Earth (e.g., volcanic activity, earthquakes, mountain building, mid-ocean ridges, deep-sea trenches, new land being formed).
 * October 4, Monday**


 * S11.A.1.3.2** Describe or interpret dynamic changes to stable systems (e.g., chemical reactions, human body, food webs, tectonics, homeostasis).

Finished viewing tectonic video clips from yesterday. Students completed [|model of earth layers] Returned and covered Unit 1 test. (time permitting) **S11.D.1.1.2** Explain the processes that take place at plate boundaries and how these processes continue to shape Earth (e.g., volcanic activity, earthquakes, mountain building, mid-ocean ridges, deep-sea trenches, new land being formed).
 * October 1, Friday**

Scheduled test make ups. [|CH 3 Notes] thru slide 9. Viewed streaming videos on tectonics: [|1], [|2], [|3], [|4]. Earth Bio: Volcanoes: "Iceland" **S11.D.1.1.2** Explain the processes that take place at plate boundaries and how these processes continue to shape Earth (e.g., volcanic activity, earthquakes, mountain building, mid-ocean ridges, deep-sea trenches, new land being formed).
 * September 30, Thursday**


 * September 29, Wednesday**
 * Unit 1 Test Today**


 * September 28, Tuesday**
 * CPS clicker review of Unit 1.** **Unit 1 Test Tomorrow!**

Make sure you've submitted a time line from last week. Covered Unit 1 Crossword Review Puzzle (if necessary). Finished the Coral Reef DVD (discuss). Began CPS "clicker" review of Unit 1. (time permitting) **Unit 1 Test Wednesday 9/29**
 * September 27, Monday**

Checked and covered the **[|CH 2 Study Guide]**. Students completed the Unit 1 Test Crossword Review Puzzle (will be checked for credit Monday) **Unit 1 Test Wednesday 9/29**
 * September 24, Friday**

Students completed the History of Oceanography **[|TimeLine]** from yesterday. **Voicethread next time?** Complete the **[|CH 2 Study Guide]** (will be checked for credit tomorrow). **Unit 1 Test Wednesday 9/29**
 * September 23, Thursday**


 * September 22, Wednesday**
 * Announcement: After today, I will be out until Monday. The work you complete while I'm out will be collected and graded, be on your best behavior for the sub, and our first unit test is** **on Wednesday 9/29****. We'll review more on Monday/Tuesday.** **Also, I'd like to share 2 messages that have been passed down from school admin. over the past couple of days:**



Students began work on the History of Oceanography **[|TimeLine] (pairs):**


 * Find Chapter 2 of an Oceanography textbook
 * Cut out the names of key individuals and expeditions, dates, etc. from the history of marine science
 * Use your text and other available resources to link the individuals/expeditions in chronological order along with the dates and contributions
 * Once you're confident you have them in correct order and matched up then glue the tags in place on a separate piece of blank paper


 * September 21, Tuesday**
 * Collected remaining "[|Water Density Lab]" sheets (absent for this?..see yesterdays blog).** **We covered [|CH 2 Notes] through slide 19. Viewed streaming video on Eratosthenes and Matthew Maury.**

Missed connection? Friday.... "positive feedback loop" was mentioned during both sections. I made a comment about using appliances...their direct connection to our electricity usage and therefore the direct link back to fossil fuels. The whole concept never came full circle. **Where do we lie directly within that positive feedback loop of ocean warming - more CO2 being released.....? What can/should we do about it?**
 * September 20, Monday**
 * Checked and covered water properties SG. Students completed the "[|Water Density Lab]" activity. (NOTE: If you were not present for this lab, write and submit a 2-paragraph summary explaining water density and how it is affected by temperature and salinity.)**

Return work. Collect any remaining lab sheets from yesterday (NOTE: If you were absent on both 9/15 and 9/16, see alternate assignment below). If you were only absent yesterday for the second part of the lab, see me at the end of class about how to complete your lab. Covered the remainder of the **[|Water Properties Notes].** **Homework: [|Water Properties Study Guide]** **S11.A.1.3.2** Describe or interpret dynamic changes to stable systems (e.g., chemical reactions, human body, food webs, tectonics, homeostasis). **S11.A.1.3.4** Compare the rate of use of natural resources and their impact on sustainability.
 * September 17, Friday**

Demonstration of Refractometer for salinity testing (test samples 1 & 2 together & pass around). We did part 2 of the Freezing Ocean Water lab. Lab sheets were collected. If you were not present both lab days, write a 2 paragraph summary of the difference between freezing fresh water and ocean water. **Homework: Completed lab sheets due tomorrow**
 * September 16, Thursday**
 * Collected Water Taste Test Labs**
 * Remember **:

**S11.A.2.2.1** Evaluate appropriate methods, instruments, and scale for precise quantitative and qualitative observations (e.g., to compare properties of materials, water quality).
 * Computers really do not like water!
 * **The salt we're using is toxic!**
 * make sure you click on "File," "Earth Science with Computers," "17 Freezing Ocean Water." Every year, a few people simply plug in the temperature probe and click start....that messes up your result big time.

**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.


 * September 15, Wednesday**
 * Water Taste Test Labs** **due tomorrow**
 * I introduced and students completed part 1 of the Freezing Ocean Water lab.** (Lab setup ahead of time & ICE)


 * Basic lab introduction demo
 * Lab groups
 * Groups get 1 computer and meet me in the back where I will assist.
 * **Demonstration of Refractometer for salinity testing (test sample 1 together & pass around)**


 * Important **:


 * Computers really do not like water!
 * **The salt we're working with is toxic!**
 * make sure you click on "File," "Earth Science with Computers," "17 Freezing Ocean Water." Every year, a few people simply plug in the temperature probe and click start....that messes up your result big time.


 * A concise explanation of the water taste test lab:**
 * The Chi-Square Test Result**


 * Water Source || Expected || Observed || Difference ||
 * 1 || 22.4 || 17 || 5.4 ||
 * 2 || 22.4 || 25 || 2.6 ||
 * 3 || 22.4 || 24 || 1.6 ||
 * 4 || 22.4 || 36 || 13.6 ||
 * 5 || 22.4 || 10 || 12.4 ||
 * 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.**


 * = **Our Chi-Square p-value**
 * of 0.002 means that the**
 * difference was probably**
 * not due to chance. Therefore,**
 * REJECT THE NULL HYPOTHESIS!**
 * It seems taste is influenced by source** ||= **<** ||= **5%**
 * (0.05)** ||= **<** ||= **If the probability is 5% or greater,**
 * assume the difference WAS DUE TO CHANCE.**
 * DO NOT REJECT THE NULL. It seems taste IS NOT**
 * influenced by source.** ||


 * September 14, Tuesday**
 * Return reaction time labs and discuss briefly.**
 * Present the data from Friday's lab
 * **REMEMBER** that the null hypothesis being tested **EXPECTS** that if 112 people took the water taste test and the water came from 5 sources, then about 22.4 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. **TRANSLATION ANYONE?**
 * 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. YAY! Complicated Math can really be used to answer an everyday question like: Is water taste preference influenced by where the water comes from. Celebrate good times [|come on!]
 * Write Experiment section (detailed, step-by-step procedure someone could follow to repeat this experiment)
 * 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? What was our observed outcome? Does the result (p-value) of the Chi-Square test suggest that we should support or reject the null hypothesis?
 * Answer questions and submit this lab


 * September 13, Monday**
 * Collect data count from Friday's lab**
 * Viewed a streaming video on Water Properties.** **Covered slides 1-14 of the [|Water Properties Notes].**

Checked and covered the CH 1 study guide homework sheet. Collected experimental data sheets from the reaction time lab. I introduced the [|Water Taste Test Experiment]
 * September 10, Friday**
 * Announcement:** **A textbook may be signed out at any point during this course.**
 * **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.
 * Monday we'll compile all data, make a simple graph, write conclusions and submit this lab.


 * September 9, Thursday**
 * Announcement:** **A textbook may be signed out at any point during this course.**


 * Collect Observation Exercise sheet**

**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.2.2.2** 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.
 * Discuss why some unreliable data were deleted.
 * Share overall reaction time experimental data results and how they were calculated.
 * Discuss graph sheet of the data and how to label it. Discuss possible data trends or lack thereof.
 * Explain how to complete the "experiment" and "conclusion" sections of lab sheet for full credit.
 * ** Homework: ** Completed lab sheets (BE THOROUGH and write in sentence format) and **[|CH 1 Study Guide]** due tomorrow.
 * S11.A.2.1.5 ** Communicate results of investigations using multiple representations.


 * September 8, Wednesday (Missing 4 Sophmores to Assembly)** **(*pd 4 11th & 12th)**
 * Record 5 observations on the "[|Observation Exercise] " worksheet while viewing the "Ocean World" DVD. At the end, write a TESTABLE PREDICTION for each observation. (a.k.a. a hypothesis) Homework: Finish observation exercise worksheet**

Collect remaining data for reaction time experiment. Enter data into spreadsheet. Discuss possible data trends thus far. Covered [|CH 1 Notes] through the end.
 * September 7, Tuesday**

September 3, Friday Checked for signed syllabus. Experiment "Testing Your Reaction Time?" **S11.A.2.1.1** Critique the elements of an experimental design (e.g., raising questions, formulating hypotheses, developing procedures, identifying variables, manipulating variables, interpreting data, and drawing conclusions) applicable to a specific experimental design.
 * S11.A.1.1.3** Evaluate the appropriateness of research questions (e.g., testable vs. not-testable).

September 2, Thursday
 * Checked for signed syllabus. Covered [|CH 1 Notes] thru slide 14. Record 5 observations on the "[|Observation Exercise] " worksheet while viewing the first part of the "Ocean World" DVD. Homework: Bring "Observation Exercise" sheet with you tomorrow.**
 * Next time try "[|Ocean Overview]" with accompanying Google Earth Activity (**

Covered course syllabus and expectations. Homework: Get syllabus signed for tomorrow. Ocean Sylabus.doc
 * September 1, Wednesday**