Fall+2011

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

Great, Short National Geographic [|Videos] Great, Short Ocean Content [|Videos]


 * Share "Sea Level Trends" doc with students (as "Viewers"). They should: "Make a Copy," "Rename" as (YourLastNameAssignmentTitle) and "Share" back to mchughc@nasdschools.org as a "Collaborator." Continue with something else on environmental threats, human impact, etc.**

(Double 8th Period, No 9th Period) Period 3: Air Jaws?
 * January 12****, Thursday** SWPBS Meeting Admin Thurs 7:30-2:30

(Double 3rd Period, No 4th Period)
 * January 11****, Wednesday**
 * 3rd Period Final Exam Today,** **9th Period Exam Tues. 1/17 (WE DO NOT MEET UNTIL THEN)**
 * End of 2nd Marking Period Fri. 1/20**


 * January 10****, Tuesday**
 * CPS Final Exam Review #2**
 * 3rd Period Final Exam Tomorrow,** **9th Period Exam Tues. 1/17**
 * End of 2nd Marking Period Fri. 1/20**


 * January 9****, Monday**
 * CPS Final Exam Review** **#1**
 * 3rd Period Final Exam Wed. 1/11,** **9th Period Exam Tues. 1/17**
 * End of 2nd Marking Period Fri. 1/20**


 * January 6****, Friday**
 * Viewed Deep Sea Adventure**
 * (We will spend some class time Monday and Tuesday reviewing for the final)**
 * 3rd Period Final Exam Wed. 1/11,** **9th Period Exam Tues. 1/17**
 * End of 2nd Marking Period Fri. 1/20**


 * January 5****, Thursday**
 * Return/Cover Marine Bio Test**
 * Finish Blue Planet**
 * Final Exam Extra Credit Crossword Review Offered (time permitting)**
 * 3rd Period Final Exam Wed. 1/11,** **9th Period Exam Tues. 1/17**
 * End of 2nd Marking Period Fri. 1/20**

Pd 3 Began viewing Blue Planet: Tidal Seas Pd 9 Began viewing Blue Planet: The Deep
 * January 4****, Wednesday**
 * Some people need to invite me to edit their Prezi or to help me find it**
 * 3rd Period Final Exam Wed. 1/11,** **9th Period Exam Tues. 1/17**
 * End of 2nd Marking Period Fri. 1/20**


 * January 3****, Tuesday**
 * Checked/Discussed Article Question Sheets**
 * Viewed 2nd half of Survival Island (Collected Question Sheets)**
 * 3rd Period Final Exam Wed. 1/11,** **9th Period Exam Tues. 1/17**
 * End of 2nd Marking Period Fri. 1/20**

Return previous tests. **In order to prepare for the Midterm exam, focus on studying these tests!**
 * January 2****, Monday**
 * Schedule Marine Bio Test Make Ups**
 * Viewed 1st half of Survival Island (Completed question sheet will be collected tomorrow)**
 * Introduce Article: 7 Ways to Save the Seas (Due tomorrow) **
 * 3rd Period MidTerm Exam Wed. 1/11,** **9th Period Exam Tues. 1/17**
 * End of 2nd Marking Period Fri. 1/20**

Viewed Whales: an Unforgettable Journey
 * December 23****, Friday**

Collect extra credit review puzzles
 * December 22****, Thursday**
 * Marine Bio Test Today**
 * Continue Marine Animal Prezi Project (completed project due Today)**

Covered Marine Bio Test content/format CPS Review of Marine Biology Unit
 * December 21****, Wednesday**
 * Marine Bio Test Tomorrow. Completed Prezi project due tomorrow)**

Offered Marine Bio Crossword Review Puzzle (extra credit due next Thursday) **Marine Bio Test Test Thursday 12/22**
 * December 20****, Tuesday**
 * Continue Marine Animal Prezi Project (completed project due Thursday 12/22)**
 * Make sure to also invite me as an "editor" via email mchughc@nasdschools.org**

**Marine Bio Test Test Thursday 12/22**
 * December 19****, Monday**
 * Continue Marine Animal Prezi Project (completed project due Thursday 12/22)**
 * Make sure to invite me as an "editor" via email mchughc@nasdschools.org**

Checked and displayed Phyla Grid Sheet key Offered Marine Bio Crossword Review Puzzle (extra credit due next Thursday) **Marine Bio Test Test Thursday 12/22**
 * December 16****, Friday**
 * Continue Marine Animal Prezi Project (completed project due Thursday 12/22)**

**Marine Bio Test Test Thursday 12/22**
 * December 15****, Thursday**
 * Homework:** [|Marine Animal Phyla Grid] sheet (10 points)
 * Continue Marine Animal Prezi Project (completed project due Thursday 12/22)**

**Marine Bio Test Test Thursday 12/22** Prezi Grading Criteria Checklist:
 * December 14****, Wednesday**
 * Continue Marine Animal Prezi Project**
 * Play tutorial [|video] on screen**
 * Inserting full-size images from the web
 * Inserting text
 * Moving, rotating and changing the size of things
 * Framing and Paths
 * Click [|here] for some amazing sample Prezis**
 * The presentation is creative (Overall layout, images, text are visually appealing)
 * The presentation includes several effective supporting images (at least 1 for each phylum, class, etc.)
 * The presentation effectively summarizes the most important characteristics (for each particular phylum, class, etc. of animals)
 * The presentation includes info on at least 3 specific species (appears in the correct location (branch) of the Prezi)
 * The presentation is focused (remains on the subject)
 * The presentation flows smoothly from one idea to the next
 * The information (text, images, video etc.) is(are) accurate, clearly visible, concise, yet effective (Include a sufficient amount of quality material in en effective manner without drowning the viewer in paragraph after paragraph of text on the screen)
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

**Marine Bio Test Test Thursday 12/22** Finished Viewing Underwater Trilogy DVD sections (Marine Reptiles and Mammals) 10:00 Return and cover Boating & Nav. test Login and create an account at [|Prezi.com]
 * December 13****, Tuesday**
 * make sure to use your school email address (12doej@konkretekids.org)
 * I'll take you through the steps for beginning
 * Click "Explore" and find my template "Classification of Marine Animals Template"
 * Make a Copy of this template
 * Pick 1 or 2 peers to work with
 * Edit the Name of the Project (include group members last names)
 * **Share the project with them** by sending the invitation to edit **from your school email to their school email**
 * **Make sure to also invite me as an "editor" via email mchughc@nasdschools.org**
 * Introduce Marine Animal Prezi Project**

**Marine Bio Test Test Thursday 12/22** Covered remaining [|CH 15] Notes on Phylum Chordata (Final notes before test on this unit) View accompanying Underwater Trilogy DVD sections (Marine Reptiles and Mammals)
 * December 12****, Monday**
 * Period 9 Students: Check Sapphire; if your grade looks poor right now, chances are you have "i" (incomplete) work to turn in. Please get it to me ASAP and stay on top of assignments through the end of the course. It won't be too long now.**

Viewed additional short clips on Phylum Chordata Class Chondrichthyes (cartilage fish) Class Osteichthyes (bony fish)
 * December 9****, Friday**
 * If you get a chance, check out [|Tanked] on Animal Planet**
 * Great White [|Uncaged]
 * Sharkman ([|tonic immobility] and free swimming with white sharks)
 * Top 3 [|"deadliest"] sharks
 * View accompanying Underwater Trilogy DVD sections
 * Extra Credit Opportunity (record at least 10 good observations and turn in)**
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

Current Event: [|Latest measurement] of the Mariana Trench (deepest point on Earth) View accompanying Underwater Trilogy DVD sections from yesterday Cover [|CH 15] Notes on Phylum Chordata (fish classes) View accompanying Underwater Trilogy DVD sections (time permitting)
 * December 8****, Thursday**

Covered [|CH 15]Notes on Phylum Mollusca and Phylum Echinodermata View accompanying specimens, slides, etc. on display (Octopus, sea urchin, sea star)
 * December 7****, Wednesday**
 * On a blank sheet of paper, make notes, simple sketches, etc. of the info you feel is the most important, interesting, etc. for the following Phyla Annelida, Arthropoda, Mollusca, and Echinodermata and their respective classes
 * Credit will be granted based on the quality and detail of your work. **If you were absent** for this lab, you will need to either make it up, or conduct your own research on the phyla listed above. (include a written or typed summary and images)


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

Check & Discuss current event article questions Covered [|CH 15] Notes on Phyla Annelida and Arthropoda View accompanying Underwater Trilogy DVD sections Accompanying specimens, slides, etc. on display (Clamworm, Crayfish, etc.)
 * December 6****, Tuesday**
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

Notes on Phylum Cnidaria (stinging animals) Portugese Man O' War ([|video]) and Discussed CLASSIFICATION of [|Portugese Man of War]. Underwater Trilogy DVD on Phylum Cnidaria Cnidarian specimens, slides, etc. on display (jellyfish, anemone, man of war)
 * December** **5, Monday**
 * Homework: Read Current Event Article "Cement from Thin Air" (read and answer questions for tomorrow)**
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

Viewed: [|Sponge Feeding] (1:30) [|Sponge Feeding 2] (5:30) [|Wonderful World of Sponges] (3:00) (**Have 1 cubic cm on hand)** Sponges: Pharmaceuticals from the Sea (3:00) Finish and turn in Sponge lab activity sheet from yesterday
 * December** **2, Friday**
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

The connection between light and life in the ocean: Began [|CH 15] Notes on Phylum Porifera (sponges) Sponge specimens, slides, etc. on display
 * December** **1, Thursday**
 * 1) Primary Producers near the surface: Viewed [|Primary Producers] (3:00)
 * 2) Are all marine food chains based on solar energy? Viewed Biogenesis streaming vid. (3:00)
 * 3) Can too much primary production be a bad thing? Viewed Red Tide streaming vid. (3:00)
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

Viewed Coral Reef Adventure DVD
 * November** **30, Wednesday (Meeting)**

Schedule Boating & Nav. Test makeups Marine Biology Unit Essential Questions: Covered [|CH 13 Notes]
 * November** **29, Tuesday**
 * 1) What are the characteristics all living things possess?
 * 2) What is the classification of the marine environment?
 * 3) How are marine organisms classified?
 * Began Cocos Island of the Sharks**
 * **Please recall that varying amounts of solar energy at different latitudes causes cyclical motion in the atmosphere & ocean**


 * November** **23, Wednesday (No 9th pd.)**


 * November** **22, Tuesday**
 * Test on Boating & Nav. Unit Today**

Collected Coriolis Experiment Write Up Boating and Navigation Extra Credit Review Puzzle offered **(due tomorrow)** CPS Review of Boating and Navigation Unit
 * November** **21, Monday**
 * Test on Boating & Nav. Unit Tomorrow**

Checked and covered Boating & Nav. homework and Wind Pattern sheet As a class: Continue work on Coriolis lab write up (see yesterday's blog entry below) Boating and Navigation Extra Credit Review Puzzle offered **(due Tuesday)**
 * November** **18, Friday**
 * 1) Read PSU article on Coriolis Force Influence on Sinks
 * 2) Answer the following:
 * 3) What does the author say about the connection between hemisphere and direction of drain rotation?
 * 4) Does the Coriolis effect influence the direction of rotation? Is it the only influence? Is it the strongest influence?
 * 5) Is the author reliable? (Why or why not?)
 * 6) Does our data agree or disagree with what the author explains? (Explain Why or why not based on our results)
 * 7) How could our data collection be improved if we were to repeat this experiment?
 * 8) What is "bad science" as explained by the article? (How is the Coriolis effect sometimes an example of this?)
 * Coriolis Experiment lab write up (worth 20 points is due Monday 11/21)**
 * Test on Boating & Nav. Unit Tuesday 11/22**

Boating and Navigation Homework sheet provided = A concise explanation of the Coriolis lab: =
 * November** **17, Thursday**
 * Test on Boating & Nav. Unit Tuesday 11/22**
 * Homework:** [|Wind Patterns Worksheet] **(page 4 of your notes) and** [|Boating and Navigation] **(due tomorrow)**
 * Today we will analyze data from the Coriolis Experiment and begin the lab write up. (20 points, and due Monday 11/21)**
 * Steps for completing this activity and grading will be based on the following:**
 * 1) Class analysis of data collected **(Listen carefully and ask questions so you may CORRECTLY PROCEED).** Revisit original question and null hypothesis. Consider the expected result and fill that into your data table. Plug in the actual observed result and calculate the Chi-Squared and corresponding p-value. Make sure we have a clear understanding of what it means.
 * 2) Write Experiment section (**detailed, step-by-step procedure someone could follow to repeat this experiment 10 pts. Use extra loose leaf paper if needed**) How many sinks were tested? What were the steps for doing this? How **exactly** was the test conducted? Was this a controlled experiment? (explain) What data were collected? Why was the Chi-Square test performed? **(Why is it appropriate for this type of experiment? What is it's main purpose?)** __**Here I will be crediting 10 points based on your thorough description of the experimental procedure**__
 * 3) Write Conclusions section ( **10 points**). According to the null hypothesis, what was the expected outcome? (Explain why) What was your observed outcome? Does the result (p-value) of the Chi-Square test suggest that we should support or reject the null hypothesis? (Explain) For full credit, it is your responsibility to __UNDERSTAND and THOROUGHLY EXPLAIN__all of this. The above questions are designed to help you do this. YOU WILL ALSO NEED A LAPTOP FOR RESEARCH IN ORDER TO COMPLETE THIS SECTION. As a part of your conclusion section, explain: What do "reliable" websites have to say about the Coriolis force influence on the direction of drain rotation? Have previous similar experiments been done differently or better? I WANT YOU TO EXPLAIN THIS IN YOUR CONCLUSIONS. If the data points to a conclusion you still do not feel to be true, you may explain possible problems with the experiment.
 * ** *Key Point: The conclusion should be based on your data, not something you have a hunch about. i.e. __DO NOT TELL ME YOU CONCLUDE THAT HEMISPHERE DETERMNIES DRAIN ROTATION BECAUSE THAT IS WHAT YOU'VE BEEN TOLD IN THE PAST!!!!!!!!!__ **
 * The Chi-Square Test Result**
 * || **Sink 1** || **Sink 2** || **Sink 3** || **Sink 4** || **Sink 5** || **Sink 6** || **Total** ||
 * Clockwise || 9 || 19 || 7 || 5 || 16 || 18 || **74** ||
 * Counter-Clockwise || 11 || 6 || 5 || 13 || 6 || 0 || **41** ||
 * **Total** || 20 || 25 || 12 || 18 || 22 || 18 || **115** ||


 * Direction of Rotation || Expected || Observed || Difference || ===__(Observed - Expected)²__===

Expected
||
 * Clockwise || 57.5 || 74 || 16.5 || 4.735 ||
 * Counter-Clockwise || 57.5 || 41 || - 16.5 || 4.735 ||
 * Chi Squared Value ||  ||   ||   || 9.470 ||
 * Corresponding **p-value** ||  ||   ||   || **0.0021** ||

Now use your calculated Chi Squared value (9.470) to **determine your corresponding p-value (using the table below). Notice the Chi value of (9.470) is FAR OFF TO THE (Right) on the table below. In our case, __a Chi-Squared calculator was used to determine that__** **(9.470)** **__corresponds to an exact p-value of__** **(0.0021)** **(__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. __Or, maybe there are several factors influencing the direction of drain rotation.__ The only thing that the Chi-squared p-value tells us for sure is that it is VERY statistically unlikely that a difference this large between expected and observed would happen by chance alone. __This suggests that the direction of drain rotation is not random__. *Can you identify any other trends in the data we collected?**


 * *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 115 sinks were tested, that 57.5 should drain clockwise and 57.5 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.

"Coriolis Experiment & Data Collection."
 * November** **16, Wednesday**
 * 1) Introduce question, hypothesis, experiment and data collection.
 * 2) Place a little wad of paper in the drain before inserting the plug (to **slow the draining water**)
 * 3) **Use great care when filling sink/pulling plug, DON'T FORCE PLUG INTO DRAIN (Easier to remove)**
 * 4) Make sure to **ALLOW WATER TO SETTLE** before pulling plug
 * 5) You may practice filling, draining, & observing before collecting data.
 * 6) Please conduct the test as many times as possible on each sink
 * 7) **Gather data on board.** Discuss. **For today, begin to write up "Experiment" section only. You may do this while you test the sinks, but be careful not to get water everywhere.**
 * 8) Students use Chi-Squared test to analyze the data **(Next time; once data from other class is collected too)**
 * 9) Discuss, write conclusions, collect.
 * M11.E.4.1.2** Use probability to predict outcomes.

Collected Knot tying activity sheets Coriolis Experiment: Begin **class activity** on Chi-squared statistical test: 1. Test the fairness of coin tosses Chi-squared [|calculator] online. Chi-squared [|distribution table]. Translate what the output from the online calculator means: 2. Test the fairness of orange and black paper drawing
 * November** **15, Tuesday**
 * Question: Is the direction of water rotation as it drains from a basin directly caused by the hemisphere you are in?
 * Null Hypothesis (always assumes no influence): **The direction of water rotation as it drains from a basin IS NOT a direct result of the hemisphere you are located in. --> Expected Outcome?**
 * Procedure
 * The main problem: How do we determine whether any data result is "significant" or not?
 * Example: Fairness of a coin toss? How can you tell whether it is or isn't? Convince me.
 * 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 calculated between the Observed and Expected will happen by chance alone."** And most professional scientists agree that __**A SIGNIFICANT** difference between the **OBSERVED and EXPECTED** is one that occurs by chance alone 5% of the time or less__.
 * M11.E.4.1.2** Use probability to predict outcomes.

Covered [|CH 8 Notes] through slide 6 w/ globe and light demo. Covered slides 7-11 (Coriolis Effect). Viewed YouTube videos on the Coriolis Effect. Finished marlinspike (knot-tying) activity or continue practicing knots if worksheet is complete. Take a guide sheet if needed since **(Completed sheets are due tomorrow**)
 * November** **14, Monday**

Begin marlinspike (knot tying) activity.
 * November** **11, Friday**

World Seas Quiz Today Finished [|Boating and Navigation Notes] slides 24 - 39 (vocab & knot tying). [|Nautical Flags] & [|Other Meanings]
 * November** **10, Thursday**


 * November** **9, Wednesday: Periods 1-3 are 22 min.**
 * World Seas Quiz Tomorrow (****You will need to be able to identify where these oceans and seas are located)**
 * CPS Clicker review of World Seas**

Collected remaining Google Earth World Seas and Units used in Latitude & Navigation Checked and covered World Seas Homework sheet
 * November** **8, Tuesday: Periods 1-3 are 22 min.**
 * CPS Clicker review of World Seas**
 * World Seas Quiz Thursday (****You will need to be able to identify where these oceans and seas are located)**

Return and cover Ocean Geology Test / Remaining Make Ups? Handout [|World Seas Worksheet] **(due tomorrow)** Students finished work on [|World Seas with Google Earth]
 * November** **7, Monday**
 * Extra Credit Opportunity with this:
 * 1) Under the "Ocean" Check box on Google Earth, place checks on **ONLY THE FOLLOWING:**
 * **Explore the Ocean**
 * **National Geographic**
 * **ARKive**
 * **Ocean Observations**
 * Now for as many world seas as possible, find something of interest located there and describe it briefly on the back of your worksheet. i.e. What is it? How is it interesting or important?
 * Homework:** [|World Seas Worksheet]
 * World Seas Quiz Thursday 11/10 (****You will need to be able to identify where these oceans and seas are located)**

Random breakfast lottery!? Students finished work on [|World Seas with Google Earth]
 * November 4, Friday**
 * Extra Credit Opportunity with this:
 * 1) Under the "Ocean" Check box on Google Earth, place checks on **ONLY THE FOLLOWING:**
 * **Explore the Ocean**
 * **National Geographic**
 * **ARKive**
 * **Ocean Observations**
 * Now for as many world seas as possible, find something of interest located there and describe it briefly on the back of your worksheet. i.e. What is it? How is it interesting or important?
 * World Seas Quiz** **(**** You will need to be able to identify where these oceans and seas are located )**
 * 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.
 * 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).

**Have a calculator handy today** Time Zone Practice Problem (steps to solve provided) / Hand out question sheet and World Seas with Google Earth Cover Time Zone Practice and introduce [|World Seas with Google Earth]
 * November 3, Thursday**
 * 1) Finish [|Latitude and Longitude with Google Earth]. Answer questions and turn in along with 1st sheet
 * 2) Begin [|World Seas with Google Earth] (**precision to degrees** is sufficient. **Some** more class time will be available for this tomorrow only)
 * World Seas Quiz coming soon! First we'll have a practice worksheet and CPS clicker review (However, you will need to be able to identify where these oceans and seas are located, so take the time to see where they are while using Google Earth)**

**Have a calculator handy today** Checked and covered the homework. Students completed [|Latitude and Longitude with Google Earth]. (pairs)
 * November 2, Wednesday**
 * 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.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.
 * 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).

**Have a calculator handy today** Finish Volcanoes of the Deep DVD. Finish [|Boating and Navigation Notes]1 - 13 and 18 - 21 (nautical mile) [|U.S. Time Zone Map]
 * November 1, Tuesday**
 * Homework:** [|Mile Conversion] and [|Time Zone] worksheet

Question raised by one group: 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

**Have a calculator handy today.** Think-pair-share where students are given the essential questions below and tasked to develop the "Steps to Solve" by brainstorming. Handed out all [|Boating and Navigation Notes] and covered slides 1 - 13 and 18 - 21. [|U.S. Time Zone Map]
 * October 31, Monday**
 * Scary story from Oceanography textbook (Easter Island)**
 * 1) Consider the essential questions below and how you could answer them using pure logic
 * 2) Write down your ideas on a sheet of paper
 * 3) Share your ideas with one or more neighbors
 * 4) Share what we think are overall "good" approaches, answers, etc. with the class
 * Essential Questions:**
 * 1) **Why is the local time dependent on longitude and not latitude?**
 * 2) **What info would be needed to determine the difference in time between 2 locations on Earth's surface?**
 * 3) **How? Provide a general explanation of the steps needed to determine the time difference between 2 locations on Earth?**
 * S11.D.1.3** Explain the significance and contribution of water as a resource to living things and the shaping of the land.

Students finished viewing Volcanoes of the Deep DVD; video questions collected at the end of class**.**
 * October 27, Thursday (Pd. 9 2:00-2:28)**
 * Easter Island and/or other ocean horror story. Deep ocean creatures, etc.**

Students began viewing Volcanoes of the Deep DVD; video questions collected at the end of class**.**
 * October 26****, Wednesday**
 * Geology of Oceanography Unit Test Today**

Checked and displayed study guide key Extra credit review puzzle due tomorrow
 * October 25, Tuesday**
 * The end of the first marking period is November 4th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * CPS review for Geology of Oceanography Unit Test Tomorrow!**

Checked and covered homework Offered Geology of Oceanography extra credit review puzzle (due Wednesday) Quiz Today: Earth Layers, Side Profile, and Contour Maps Complete [|Geology of Oceanography Study Guide]
 * October 24, Monday. ...Just keep swimming, just keep swimming.**
 * The end of the first marking period is November 4th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * Homework:** Finish the Study Guide if not done in class
 * Geology of Oceanography Unit Test Wednesday 10/26**
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.

I introduced and students began work on [|Mapping the Seafloor Activity]: If you were not here for this activity, print out and complete this (very similar) gizmo on explorelearning.com:
 * October 21, Friday**
 * 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
 * Homework:** [|CH 4 Homework Sheet] **(due Monday)**
 * Labeling 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.

Demo of echo sounding with a Vernier motion sensor. Finished [|Reading Contour Maps part 2] Done early? Enrichment: Use Echo Sounding (a motion sensor and a laptop (Logger Pro) to map out an area in the room)
 * October 20, Thursday**
 * 1) Make sure to hold the sensor parallel to the surface you want to map out
 * 2) Make sure you decide where sea level is and to zero out the sensor at that elevation
 * 3) Establish a simple grid to help you map (i.e. columns A-? and rows 1-?)
 * 4) Answer the questions: What challenges did you encounter? and What are the limitations of using the motion sensor in this manner? (i.e. Is there a limit to the depth you can measure? Can you map out a small area? Why or why not?)
 * Homework:** [|CH 4 Homework Sheet] **(due Monday)**
 * 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.

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, Wednesday**
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.

Collected any Bathymetry packets Completed the [|topo map sheet] as a class. Students began work on [|Reading Contour Maps Part 1].
 * October 18, Tuesday**
 * 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 Tomorrow if not finished in class**.
 * October 17, Monday**
 * The end of the first marking period is November 4th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * Bonus Opportunity!** When we take a test, major quiz, etc. all you need to do is simply, correctly write out one of our QuOTDs. (*Note: It can not be the current day's QuOTD)
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.

Finished [|CH 4 Notes] and viewed streaming video clips: Volcanic Vents, Deep Sea Trenches, Abyssal Plain, Mid-Ocean Ridge Show Atlantic Basin Contours on Google Earth Students began working on the [|Graphing the Ocean Bottom] worksheet.
 * October 14, Friday**
 * Homework: Finish & Label Graphing the Ocean Bottom worksheet for Monday**
 * 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).

We covered slides 1-13 of the [|CH 4 Notes] (Show Atlantic Basin Contours on Google Earth). Streaming video clips: Topobathy and What is the Continental Shelf?
 * October 13, Thursday**
 * CH 3 Quiz Today**
 * 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).

[|Japan (tsunami)] earthquake, [|tsunami animation], [|tsunami animation 2] disaster CPS review for tomorrow's quiz: Earth Layers, and Tectonics Quiz 1 & 2
 * October 12, Wednesday**
 * CH 3 Quiz Tomorrow: Vocab matching, multiple choice, diagram labeling, and short answer describing how each of the following serve as evidence of plate tectonics: Paleomagnetism, Apparent Polar Wander, Hot Spots.**
 * 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).

Checked and covered homework **(Make sure to turn in completed earthquake gizmo from last week)** Returned and covered Unit 1 Test. Review "[|Paleomagnetism]": [|Apparent Polar Wander] (Slightly different evidence of plate tectonics) Viewed streaming vid: Drift Spread Tectonics (11:00)
 * October 11, Tuesday**
 * 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.
 * CH 3 Quiz Thursday 10/13**
 * 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).

Viewed video clip: Magnetic Pole Reversal (3:00) and Magnetic Storm (30:00 - 36:00) Covered remaining [|CH 3 Notes] with Magnetic Field Reversal [|Interactive] and [|Animation] Hot Spot [|Animation]. Students get online and:
 * October 7, Friday**
 * Announcement: Progress Reports will be printed soon. Check Sapphire; if you have any "i" grades, complete and submit this work to me ASAP!**
 * 1) Complete Earthquake Gizmo
 * 2) Find the best plate tectonics resources on [|this page]
 * Homework: ** [|CH 3 Homework Sheet]
 * 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).

Introduced and performed the Vernier Experiment 5 "Seafloor Spreading" lab activity: Finish the Earthquake Gizmo if you haven't done so
 * October 6, Thursday**
 * Announcement: Progress Reports will be printed soon. Check Sapphire; if you have any "i" grades, complete and submit this work to me ASAP!**
 * 1) Demonstrate an example of a magnetic mineral and how magnetism can be recorded in rocks formed from cooling lava
 * 2) Demonstrate the magnetic field sensor and model seafloor of the Mid Atlantic Ridge
 * 3) Walk students through opening the program and the main steps/objectives
 * 4) Complete the lab by collecting data, sketching a graph on back and answering the questions
 * 5) Turn in the completed lab sheet
 * If you were not here for this activity, type a 2 paragraph summary explaining how the magnetism of rocks near mid ocean ridges serves as evidence of sea floor spreading and plate tectonics.**
 * Homework: ** Complete today's lab sheet and Earthquake gizmo

Completed the [| Earthquake gizmo]:
 * October 5, Wednesday**
 * 1) Safari to explorelearning.com "Earthquake Recording Station"
 * 2) In order to correctly answer the last question, you may need to use the "Determination of Epicenter" gizmo
 * 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).

[|Earthquake Destruction] (2:30) [|Understanding Earthquakes] (3:00) [|Japan Earthquakes 2011] (10:00) Handout and begin with earthquake wave slides (slinky demo). Good old clip: [|Seismic Waves] (2:30) Ring of Fire DVD (10-17:00 and 30-36:00) Introduce Earthquake Gizmos for tomorrow
 * October 4, 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).

Review global volcano and seismic(earthquake) data on Google Earth ([|open file at bottom]). Continued [|CH 3 Notes] slides 11 - 21 with Plate Boundaries [|Animations] Seafloor Spreading Plates [|Animation] and [|Animation 2]. Viewed intro to Ring of Fire (time permitting)
 * October 3, Monday**
 * [[image:SeattleMt.png width="311" height="235" caption="Western Boundary of North American Plate (Cascade Mountains)"]] || [[image:PlateBoundary.png width="284" height="244" caption="Eastern Boundary of North American Plate (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).
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification, chemical periodicity, geological order, or astronomical order.

"A person without a sense of humor is like a wagon without springs -- jolted by every pebble in the road." "Some people are so dry that you might soak them in a joke for a month and it would not get through their skins."
 * September 30, Friday**
 * [[image:nahsearthscience/McHugh_Caricature_by_random_student_(Hannah_Hartman width="144" height="183" caption="McHugh Caricature by Random Student 2010"]] || "You grow up the day you have your first real laugh at yourself."

With that said, notice that the word "science" is spelled incorrectly. HA! || Finding Global Patterns of earthquakes and volcanoes:
 * 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.**
 * 5) **Grading: You will be graded based on identifying the general pattern of quakes and volcanoes on your specific region as well as identifying the overall global pattern of quakes and volcanoes. So give it your best!**
 * 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).
 * 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).

"It is well to remember that the entire population of the universe, with one trifling exception, is composed of others." Students completed the mini [|Pangaea Gizmo] (NOTE: We only completed parts B and C of this 4 page document).
 * September 29, Thursday**
 * [|Deepest Artificial Spot] Dug on Earth. [|Considerations].**
 * 1) SAFARI to: www.explorelearning.com
 * 2) Login using info on upper-right corner of front board (example: username- **hphyssci8** password- **scirules8** )
 * 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).

"The greatest mistake you can make in life is to be continually fearing you will make one." Viewed video "Radiometric Dating [|Link]" (7:00)(use on or around slide #12) [|CH 3 Notes] thru slide 9. Viewed streaming videos on tectonics: [|2], [|3], [|4] Earth Bio: Volcanoes: "Iceland" (8:00 - 14:00) Show Iceland pics from 2010 trip (time permitting) And [|this] video ("Midnight Sun") is awesome!
 * September 28, Wednesday**
 * Scheduled Test Makeups**
 * 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).


 * Sept 27, Tuesday *Meet the Teacher Night Tuesday 9/27 6:30-8:30**
 * Collect Extra Credit Review Puzzles**
 * Unit 1 Test Today**
 * Viewed clips: [|NatGeoChannel] (Welcome to the Galapagos Islands, Bermuda, Hawaii and the Great Barrier Reef)**

Discuss test content and format Display Warm Up Key CPS review of Unit 1 Done early? Begin work on the Unit 1 Test Crossword Review Puzzle (due Tomorrow)
 * Sept 26, Monday**
 * Warm Up: [|CH 2 Study Guide]**
 * Unit 1 Test tomorrow!**

Completed work on "History of Oceanography" activity: When you're done, begin the Unit 1 Test Crossword Review Puzzle
 * Sept 23, Friday**
 * Please remember that class rules include using common sense and common courtesy (even online)**
 * 1) Finish your work on the presentation
 * 2) Everyone take the "History of Oceanography Quiz" (make sure you click "submit" at the bottom)
 * 3) Done early? Begin work on the Unit 1 Test Crossword Review Puzzle (due Tuesday)
 * 4) Once all are done with the quiz, display the results. Demonstrate how a Google Docs Form (a.k.a. survey, quiz) was used to create it.
 * Unit 1 Test** **Tuesday 9/27**


 * Sept 22, Thursday**
 * Display / Discuss [|Acceptable Use] of Tech Resources (Laptops, Internet, Email, etc.)**
 * Begin "History of Oceanography" activity:**
 * 1) Log into your [|Gmail] account
 * 2) Brief tour of features for those who haven't logged in yet (who knows some features?)
 * 3) Under documents open the document: "History of Oceanography" that I've shared with you
 * 4) Now all of us can add (appropriate) images and text simultaneously
 * 5) Your name should already be on one of the slides. You may edit it, add to it, create new slides for more room, etc.
 * Return Student Work**

**Sept 21, Wednesday**

 * (Pass around document to collect student NASD network usernames.)**
 * Collected remaining "[|Water Density Lab]" sheets (absent for this?..see blog entry below).**
 * Covered [|CH 2 Notes]**
 * Streaming video: Eratosthenes (7:00)**
 * Streaming video: Matthew Maury (4:30)**
 * Next Time a Segment on [|Darwin's Finches]?**
 * Unit 1 Test Tuesday 9/27**


 * Sept 20, Tuesday**
 * Checked and covered water properties SG, collected signed slips.**
 * 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 influenced by temperature and salinity.")**
 * 1) **Essential Question: How is water density influenced by salinity?**
 * 2) Develop a controlled procedure to rank and estimate the salinity of 4 unknown samples
 * Clue: One of the samples is fresh water and the rest increase in salinity by about 2% each
 * 1) Assign Groups of 3

Collect any remaining "Freezing Ocean Water" labs (NOTE: If you were absent for this lab, see alternate assignment below). If you were only absent for one part of the lab, talk to myself or a peer about how to complete your lab using the info we gathered while you were absent. Covered the remainder of the **[|Water Properties Notes].**
 * Sept 19, Monday**
 * Quote of the Day: "Dost though love life? If not, then do not squander time for that is the stuff life is made of."**
 * Homework: [|Water Properties Study Guide]** and get "[|Google Apps for Ed]" form signed
 * 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.

Demonstration of Refractometer and Salinity (Conductivity) probe for salinity testing (test samples 1 & 2 together & pass around). We did part 2 of the Freezing Ocean Water lab. Use the Internet to help complete any unanswered questions. 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 Monday**
 * Sept 16, Friday**
 * Remember **:
 * 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.2.2.1** Evaluate appropriate methods, instruments, and scale for precise quantitative and qualitative observations (e.g., to compare properties of materials, water quality).
 * 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.


 * Sept 15, Thursday**
 * 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 Safety Notes **:
 * Computers really do not like water!
 * **The salt we're working with is toxic!**
 * **Follow all verbal and written instructions carefully; ask if you have questions.**
 * 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.


 * Sept 14****, Wednesday**
 * Viewed a streaming video on Water Properties.** **Covered slides 1-14 of the [|Water Properties Notes].**
 * Mini Lab Activity:**
 * 1) **Can you make a paper clip float?**
 * 2) **How does the diameter of a graduated cylinder influence the meniscus? Why?**
 * Introduce Freezing Ocean Water Lab**
 * Homework: Complete the Marine Science Career Exploration Activity**

Checked and displayed CH 1 Study Guide. Marine science Marine Science Career Exploration Activity (Read the directions, complete the assignment, and make sure to click "Submit" when done.)
 * Sept 13****, Tuesday**
 * Collect Experimental Lab Sheet (Reaction Time)**

Completed reaction time lab is due tomorrow Viewed [|Beyond the Big Bang] (clip: 52:00 - 55:30). Covered [|CH 1 Notes] 21-end Viewed vid: How the Oceans were Formed (2:00)
 * Sept 12****, Monday** **"When the well runs dry, we know the worth of water."**
 * Homework:** CH 1 Study Guide and reaction time lab due tomorrow.


 * September 9, Friday**
 * Use Internet browser SAFARI to access the Gizmo (I will lead groups to the correct website and on how to login)
 * Conduct the experiment you designed yesterday
 * Record any relevent data on your paper or separate paper: group, independent and dependent variables, your average reaction time, standard deviation, and number of extraneous clicks, etc.
 * Analyze your data, and write complete the "experiment" and "conclusions" sections.
 * Homework:** Completed lab is due Tuesday Sept. 13 (That gives you plenty of time to ask questions and to complete high quality work)


 * 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.

Completed work on Observation Exercise: Begin Experimental Design Activity:
 * Sept 8****, Thursday**
 * For people who weren't here, copy the following 5 observations from Yesterday's video:
 * Fish often swim in large schools
 * Kelp have floats which keep them near the water surface
 * Many coral have a large branching shape
 * Jellyfish have long, trailing tentacles
 * Sea turtles eat floating plastic garbage
 * Discuss several other examples of observations (or questions) from the Ocean World video
 * Discuss what a "testable prediction" is (provide 2 examples on the board)
 * Random example: Why do males today often wear their pants down with their underwear exposed?
 * Hypothesis: Males with their underwear exposed will be accompanied by females more often than those with no underwear exposed.
 * Note: For any question I ask, you probably have a decent "guess" at a solution. The trick is to make it a good hypothesis, you need to make sure it is a carefully stated, and testable prediction.
 * Now write a logical explanation (hypothesis) for each observation. (FOR FULL CREDIT, MAKE SURE TO WRITE AS A **TESTABLE PREDICTION**! The trick may be to include the word, **"Will."**)
 * Questions???
 * Collect Observation Exercise
 * 1) Introduce Reaction Time Gizmo www.explorelearning.com
 * 2) Pose your own reasonable research question
 * 3) Write a good hypothesis "testable prediction"
 * 4) Explain a complete controlled experiment (**that could be conducted in small groups**) to test the hypothesis remembering the things we discussed in class (variables, data analysis, conclusions, etc.)


 * S11.A.1.1.3** Evaluate the appropriateness of research questions (e.g., testable vs. not-testable).
 * 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.

Record 5 observations (or questions) on the "[|Observation Exercise] " worksheet while viewing the first part of the "Ocean World" DVD.
 * Sept 7, Wednesday:** **Periods 1-3 are 22 min.**
 * Homework:** Bring "Observation Exercise" sheet with you tomorrow.
 * S11.A.1.1.3** Evaluate the appropriateness of research questions (e.g., testable vs. not-testable).

Period 3: Covered [|CH 1 Notes] thru slide 14. Period 9: Covered [|CH 1 Notes] thru slide 14. Login to a laptop use Logger Pro to try to answer the question: How does the reaction time of a stainless steel temperature probe compare to that of a standard thermometer?
 * Sept 6, Tuesday: Periods 1-3 are 22 min.**


 * September 2, Friday**
 * Quote of the Day: "Failure is often a temporary condition. Giving up is what makes it permanent."**
 * Announcement:** **A textbook may be signed out at any point during this course.**
 * 1) Begin Textbook Survey:
 * 2) Check for signed course sheet
 * 3) Briefly compare your text survey with a neighbor and we'll share a few ideas as a class.
 * 4) Viewed "[|Ocean Overview]" (7:36)

Attendance, Welcome, and Fire Exit Procedure .....I've been thinking recently.... Interview and introduce a neighbor / Cover course syllabus and expectations:
 * September 1, Thursday (****Periods 1-3 are 22 min.)**
 * Quote of the Day: "A short saying often contains much wisdom."**
 * How many of you love to get stuff for free!?
 * What would you say if I offered each of you a few thousand dollars for free!?
 * How many of you seriously think summer was WAY TOO short and don't think we should be back to work/school already?
 * How much $ do you think NASD spends per student each year?
 * Our district [|website]. (Please pay particular attention to the final figure at the bottom)
 * How many of you have someone (family or friends) close to you who pays taxes in the Northampton Area School District?
 * I'm going to try my best to give you your money's worth!
 * Homework:** Get syllabus signed for tomorrow. (10 points) [[file:Ocean Sylabus.doc]]
 * 1) Meet your neighbor
 * 2) Find out about his or her interests, summer vacation, future plans, expectations for this course, etc.
 * 3) Introduce him or her briefly (30-60 sec.), tell us what you learned, and give us one piece of info from the syllabus or one class rule
 * 4) Class Website


 * Next Time? Modify Vernier Experiment #15 "Salinity of the Ocean" as a Demo during unit 1? (Use refractometer or salinity probe instead of conductivity probe?)**