Spring+2012

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

Earth Science Week "Tides of Change" (several 5 min. [|clips] on Oceans, Climate Change, etc.) Great, Short National Geographic [|Videos] Great, Short Ocean Content [|Videos]

Nemo? Review for Final?
 * May 24****, Thursday (No Period 3 Today)**

Collect extra credit review puzzles
 * May 23****, Wednesday**
 * Marine Bio Test Today**
 * Begin Nemo?**
 * 1st Period Final Exam Wed. 5/30, 3rd Period Final Exam Thurs.5/31 (Final Exam for a semester course = 20% of your overall course grade!)**

Covered Marine Bio Test content/format CPS Review of Marine Biology Unit
 * May 22****, Tuesday**
 * Marine Bio Test Tomorrow **
 * 1st Period Final Exam Wed. 5/30, 3rd Period Final Exam Thurs.5/31**
 * (Final Exam for a semester course = 20% of your overall course grade!)**

Offered Marine Bio Crossword Review Puzzle (extra credit due Wednesday) Have you turned in the Concept Map Puzzle and article questions from last week? **Marine Bio Test Test Wednesday 5/23**
 * May 21****, Monday**
 * 1st Period Final Exam Wed. 5/30, 3rd Period Final Exam Thurs.5/31**
 * (Final Exam for a semester course = 20% of your overall course grade!)**

Collect Article: 7 Ways to Save the Seas Finish work on Marine Bio [|Concept Map Puzzle] (see directions below) Return previous tests. **In order to prepare for the Final exam, focus on studying these tests!** **Marine Bio Test Test Wednesday 5/23**
 * May 18****, Friday**

**Marine Bio Test Test Wednesday 5/23** Checked and displayed Marine Animal Phyla Grid Sheet Key Students worked in pairs to complete the Marine Bio [|Concept Map Puzzle] ***Note: You may choose to save a copy of this file and work on the puzzle using Inspiration, or you may physically cut out and glue on paper.**
 * May 17****, Thursday**
 * 1) Groups of 2 cut out images and info and place them in the correct location **on a small blank piece of paper**
 * 2) As you work, ask a peer group, and then ask me to check your work
 * 3) I will let you know if something is out of place, or if it all looks good
 * 4) Once you get an "All Good" from me, use **small droplets** of glue to attach the tags in place
 * 5) Turn in completed concept map with both of your names on it
 * Homework:** Article: 7 Ways to Save the Seas. Read and Answer Questions for tomorrow

**Marine Bio Test Test Wednesday 5/23**
 * May 16****, Wednesday**
 * Reviewed the "Marine Bio Group Presentation" individually (or small group)**
 * Complete the Phyla Grid Sheet as you view the presentation**
 * Homework:** [|Marine Animal Phyla Grid] sheet (10 points, due tomorrow)


 * May 15****, Tuesday**
 * Continue "Marine Bio Group Presentation / Quiz" activity** (see directions below)
 * Homework:** [|Marine Animal Phyla Grid] sheet (10 points, due Thursday)


 * May 14****, Monday**
 * Continue "Marine Bio Group Presentation / Quiz" activity** (see directions below)

Finished Viewing Underwater Trilogy DVD sections (Marine Reptiles and Mammals) 10:00 Return and cover Boating & Nav. test
 * May 11****, Friday**
 * Begin "Marine Bio Group Presentation / Quiz" activity:**
 * 1) **Log into** your [|Gmail] account
 * 2) Under documents **open the 2 files**: "Marine Bio Group Presentation" that I've shared with you. (***Notice one is a Presentation, while the other is a Google Form)**
 * 3) Now all of us can **add (appropriate) images and text to the presentation** simultaneously
 * 4) Your name should already be on one or more of the slides. You may edit them, add to them, create new slides for more room, etc. **After you split into groups, I will assign slides to everyone**
 * 5) Once you're done creating your slides, **add a minimum of 2 related multiple choice questions** to the Google Form. (Click "Form" and "Edit Form"). ***Note:** Please make sure the questions could be reasonable answered after a person has viewed the slides you created. They shouldn't be too challenging nor too simple.
 * 6) Once everyone is done adding questions, everyone will take the quiz (You should reference the presentation to help answer the questions) **To Take the Quiz:** Click "Form" and "Go to Live Form." Don't forget to click "Submit" when done.
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

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)
 * May 10,** **Thursday**
 * All Students: Please 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.**
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

Viewed additional short clips on Phylum Chordata Class Chondrichthyes (cartilage fish) Class Osteichthyes (bony fish)
 * May 9****, Wednesday (Shark Day!?) Is that the Jaws theme I hear? What is that through the deep murky water? I can just barely make out it's silhouette....**
 * Great White [|Uncaged]
 * Sharkman ([|tonic immobility] and free swimming with white sharks)
 * Top 3 [|"deadliest"] sharks
 * Air Jaws and other great shark info
 * View accompanying Underwater Trilogy DVD sections
 * 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

Viewed Whales: an Unforgettable Journey
 * May 8****, Tuesday (SWPBS Meeting at District Admin.)**

Current Event: [|Latest measurement] of the Mariana Trench (deepest point on Earth) Cover [|CH 15] Notes on Phylum Chordata (fish classes) View accompanying Underwater Trilogy DVD sections (time permitting)
 * May 7****, Monday**
 * Record at least 5 good observations and turn in**
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

Viewed Coral Reef Adventure DVD
 * May 4****, Friday**

Covered [|CH 15]Notes on Phylum Mollusca and Phylum Echinodermata View accompanying specimens, slides, etc. on display (Octopus, sea urchin, sea star)
 * May 3****, Thursday**
 * 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.)
 * May 2****, Wednesday**
 * 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)
 * May 1****, Tuesday**
 * 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

Reminder: Make sure to turn in completed Sponge lab activity sheet from Friday 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) Students completed Google Earth "Explore the Ocean" activity
 * April 30****, Monday**
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

Began [|CH 15] Notes on Phylum Porifera (sponges) Sponge Lab Activity: View Sponge video clips above (time permitting)
 * April 27****, Friday**
 * 1) View specimens, slides, etc. on display **at all lab tables. *Note: Please handle the microscopes with care. i.e. make sure you start out on low magnification and increase so as to not crack lenses, slides, etc. Thanks in advance!**
 * 2) Comparing the absorbency of a natural vs. synthetic sponge. We'll measure the natural as a group.
 * 3) ***Note**: If you were not here for this activity, research and write a 1 paragraph summary in your own words on phylum porifera
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification


 * New mini Lesson Idea (Ecology):** The interaction between organisms and their environments determine the distribution and abundance of organisms. Biotic and Abiotic factors determine the distribution of a species on different scales. Climate may limit on a global scale, while local distribution may depend more so on biotic factors such as predation. Most species have small geographic ranges. Transplanted species may disrupt the ecosystem at the new site, even causing extinction to native species. Aquatic biomes occupy the largest part of the biosphere (ties in directly with ocean zones). **(See Biology by Campbell / Reese chapter 50 for details, images, etc.)**

Schedule Boating & Nav. Test makeups Marine Biology Unit Essential Questions: Covered [|CH 13 Notes] The connection between light and life in the ocean:
 * April 26****, Thursday (Next Time Show Microscope slides using microscope camera)**
 * 1) What are the characteristics all living things possess?
 * 2) What is the classification of the marine environment?
 * 3) How are marine organisms classified?
 * 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)

Boating and Navigation Unit Test Today
 * April 25****, Wednesday**

Checked and covered Boating & Nav. homework and Wind Pattern sheet, unit study guide, etc. CPS Review of Boating and Navigation Unit
 * April 24****, Tuesday**
 * Test on Boating & Nav. Unit Tomorrow**

Collected Coriolis Experiment Write Up Boating and Navigation Extra Credit Review Puzzle offered **(due Wednesday)**
 * April 23****, Monday**
 * Homework:** [|Wind Patterns Worksheet] **(page 4 of your notes) and** [|Boating and Navigation] **along with unit study guide**
 * Test on Boating & Nav. Unit Wednesday 4/25**

Finished [|CH 8 Notes] (short) View [|Ocean Currents] narrated animation (5:00) Analyze Sink Data and complete Experimental Lab Sheet:
 * April 20****, Friday (11th graders; get a study guide, review puzzle, etc. from me today. Be ready for the test Wed.)**
 * Test on Boating & Nav. Unit Wednesday 4/25**
 * 1) A look at the data overall. What do you notice? What does this suggest?
 * 2) A look at the Chi-Squared result. What does it mean? (detailed explanation below)
 * 3) Get a laptop / finish lab sheet
 * Homework:** Finish Experimental Lab Sheet (due Monday)

= A concise explanation of the Coriolis lab: =
 * Today we will analyze data from the Coriolis Experiment and begin the lab write up. (20 points, and due Monday)**
 * 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!!!!!!!!!__ In your own words, explain what the data seems to suggest and why. In addition to the Chi Square p-value, what are some obvious trends you see, and what do they seem to suggest??? **
 * The Chi-Square Test Result**
 * || **Sink 1** || **Sink 2** || **Sink 3** || **Sink 4** || **Sink 5** || **Sink 6** || **Total** ||
 * Clockwise || 9 || 13 || 15 || 14 || 3 || 8 || **62** ||
 * Counter-Clockwise || 6 || 9 || 3 || 7 || 11 || 0 || **36** ||
 * **Total** || 15 || 22 || 18 || 21 || 14 || 8 || **98** ||


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

Expected
||
 * Clockwise || 49 || 62 || 13 || 3.44 ||
 * Counter-Clockwise || 49 || 36 || 13 || 3.44 ||
 * Chi Squared Value ||  ||   ||   || 6.898 ||
 * Corresponding **p-value** ||  ||   ||   || **0.0086** ||

Now use your calculated Chi Squared value (6.898) to **determine your corresponding p-value (using the table below). Notice the Chi value of (6.898) is FAR OFF TO THE (Right) on the table below. In our case, __a Chi-Squared calculator was used to determine that__** **(6.898)** **__corresponds to an exact p-value of__** **(0.0086)** **(__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 98 sinks were tested, that 49 should drain clockwise and 49 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.

Brain Pop Cartoon "[|Ocean Currents]" (4:40) Continue Coriolis sink data collection **(Experimental procedures evolve, and hopefully improve, over time)**:
 * April 19****, Thursday**
 * Test on Boating & Nav. Unit Wednesday 4/25**
 * 1) Keep drain tube in. Carefully add water from a beaker until overflow. Upon settling, note direction of rotation.
 * 2) Record data on side board
 * 3) Continue experimental data sheet
 * 4) Discuss observable trends thus far


 * April 18****, Wednesday (Earth Day is Sunday 4/22 This Year!)** Ocean Pollution Teacher [|Lesson] Resource
 * 1) Great Pacific [|Garbage Patch]
 * 2) "Good Litter" Student [|Survey] (Predict acceptable vs. unacceptable trash and how long things take to biodegrade)
 * 3) Link to explanation of [|biodegradable] vs. non-biodegradable
 * 4) Examples of How Fast/Slow Materials Biodegrade:
 * Green Eco Services: How Long Does It Take For Trash To Biodegrade
 * Coral Reef Alliance: How Biodegradable Is Your Trash
 * World Wildlife Fund (WWF): Biodegradable And Non-biodegradable Materials
 * 1) Use these and other resources to determine how long it will ACTUALLY take for these items to biodegrade. (Complete [|this survey])
 * 2) See lesson link above to continue / finish personal trash analysis, etc.
 * 3) Would it be possible to get a water sample from the Pacific Garbage Patch for analysis?

Viewed Cocos Island of the Sharks (question sheets collected for credit)
 * April** **17, Tuesday (SWPBS Meeting)**

"Coriolis Experiment & Data Collection."
 * April** **16, Monday**
 * 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
 * April 13****, Friday (11th Graders check the class website next week during PSSA)**
 * 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. [|Coriolis Force] (6:00) [|Global Circulation (2:00)] 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**)
 * April 12****, Thursday**

Finished [|Boating and Navigation Notes] slides 24 - 39 (vocab & knot tying). Begin marlinspike (knot tying) activity
 * April 11****, Wednesday**
 * World Seas Quiz Today**

CPS Clicker review of World Seas Finished [|Boating and Navigation Notes] slides 24 - 39 (vocab & knot tying). [|Nautical Flags] & [|Other Meanings]
 * April** **10, Tuesday**
 * World Seas Quiz Tomorrow (****You will need to be able to identify where these oceans and seas are located)**


 * April 4, Wednesday**

Checked and covered World Seas Homework sheet Return and cover Ocean Geology Test Finish Google Earth work OR Viewed: Earth Science Week "Tides of Change" (video [|clips] on Oceans, Climate Change, etc.)
 * April 3****, Tuesday**
 * World Seas Quiz Wednesday 4/11 (****You will need to be able to identify where these oceans and seas are located)**


 * New mini Lesson Idea (Ecology):** Transplanted "Invasive" species may disrupt the ecosystem at the new site, even causing extinction to native species. The zebra mussel introduced from the Caspian sea into the Great Lakes in the 1980's. **(See Biology by Campbell Reece pg. 1097).** Also a good option may be to present some options of key concepts in one list. The other list would be composed of the world seas we are studying. The objective would be to perform research to connect 1 item from each column and to summarize by creating 2 - 3 supporting powerpoint slides.

Handout [|World Seas Worksheet] **(due tomorrow)** Students finished work on [|World Seas with Google Earth]
 * April 2, 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 Wednesday 4/11 (****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]
 * March 30, Friday**
 * 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)**

Checked and covered the homework. Grab 1 laptop per pair: Students completed [|Latitude and Longitude with Google Earth]. (pairs)
 * March 29, Thursday**
 * 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).

Meeting at admin. (all day) Students viewed Volcanoes of the Deep DVD; video questions collected at the end of class
 * March 28, Wednesday**

**Have a calculator handy today** World Time Zones ([|Google Earth]) Longitude and Time Zones [|video] clip (4:30) What Time is it [|in Space!?] (5:00) Finish [|Boating and Navigation Notes] 1 - 13 and 18 - 21 (nautical mile) [|U.S. Time Zone Map]
 * March 27, Tuesday**
 * The end of the 3rd marking period is Tomorrow. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * Homework:** [|Mile Conversion] and [|Time Zone] worksheet

Question raised by one group 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

In plain English, this means that while standing on Earth's surface at the equator, you are actually traveling at a greater speed (1,040 miles/hour) than near the poles (almost zero miles/hour)! Sounds crazy right!?
 * "At the equator, the circumference of Earth's rotation is about 40,070 kilometers, and the day is 24 hours long so the speed here is 1,670 kilometers/hour or (1,040 miles/hr). This decreases by the [|cosine of your latitude] so that at a latitude of 45 degrees, cos(45) = .707 your speed is .707 x 1,670 = 1,180 kilometers/hr**
 * or (733 miles/hr).** -NASA

**Have a calculator handy today** Handed out all [|Boating and Navigation Notes] and covered slides 1 - 13 and 18 - 21. [|U.S. Time Zone Map] Brainstorming activity to develop the: "Steps to Solve" Time Zone Problems World Time Zones ([|Google Earth]) Longitude and Time Zones [|video] clip (4:30)
 * March 26, Monday**
 * The end of the 3rd marking period is March 28th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * 1) Consider the essential questions below and how you could answer them using pure logic
 * 2) Write down your ideas on a 1/2 sheet of paper
 * 3) Share what you think are overall "good" approaches, answers, etc. with the class
 * Essential Questions:**
 * 1) **What info would be needed to determine the difference in time between 2 locations on Earth's surface?**
 * 2) **How? Provide a general explanation of the steps, methods, etc. you would use.**
 * **Hint:** What is our method for measuring time based on?....and why is it directly related to your position on Earth? It may help to consider specific examples. i.e. Northampton vs. San Fransisco or Northampton vs. Tokyo
 * S11.D.1.3** Explain the significance and contribution of water as a resource to living things and the shaping of the land.

Extra credit review puzzle due today Finish any sea floor map work that has yet to be completed
 * March 22, Thursday**
 * The end of the 3rd marking period is March 28th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * Geology of Oceanography Unit Test Today**

Checked and covered homework Offered Geology of Oceanography extra credit review puzzle (due tomorrow)
 * March 21, Wednesday.**
 * The end of the 3rd marking period is March 28th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * CPS review for Geology of Oceanography Unit Test Tomorrow!**
 * Geology of Oceanography Unit Test Tomorrow!**
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.

Offered Geology of Oceanography extra credit review puzzle (due Thursday) Checked and covered the homework 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: Complete [|Geology of Oceanography Study Guide]
 * March 20, Tuesday**
 * Geology of Oceanography Unit Test Thursday 3/22**
 * The end of the 3rd marking period is March 28th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * 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:** Finish the Study Guide if not done in class
 * 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)
 * March 19, Monday....Just keep swimming, just keep swimming.**
 * Geology of Oceanography Unit Test Thursday 3/22**
 * The end of the 3rd marking period is March 28th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * 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 tomorrow)**
 * 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.
 * March 16, Friday**
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.


 * March 15, Thursday**

Collected any Bathymetry packets Completed the [|topo map sheet] as a class. Students began work on [|Reading Contour Maps Part 1].
 * March 14, Wednesday**
 * 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 completed the [|Bathymetry packet] **(Note: the instructions ask you to construct your own model of an ocean basin. Today I'd like to try something a little different. Get on a laptop and find or otherwise construct your own model of a similar ocean basin profile. Explain it to me when you're done)** **This packet is due Tomorrow if not finished in class**.
 * March 13, Tuesday**
 * 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.
 * March 12, Monday**
 * Homework: Finish & Label Graphing the Ocean Bottom worksheet by 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).

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? Brain Pop Cartoon "[|Ocean Floor]"
 * March 9, Friday**
 * Announcement: (1st Period Juniors): Please make sure to either speak with me about the work you will miss next week or check this class website regularly to stay caught up. Thanks!**
 * 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).

Viewed streaming vid: Drift Spread Tectonics (11:00)
 * March 8, Thursday**
 * Announcement: (1st Period Juniors): Please make sure to either speak with me about the work you will miss next week or check this class website regularly to stay caught up. Thanks!**
 * 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).

Checked and covered homework CPS review for tomorrow's quiz: Earth Layers, and Tectonics Quiz 1 & 2 Viewed streaming vid: Drift Spread Tectonics (11:00)
 * March 7, 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.**
 * CH 3 Quiz 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).

Review of "[|Paleomagnetism]": [|Apparent Polar Wander] (Slightly different evidence of plate tectonics)
 * 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.

Returned and covered Unit 1 Test 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].
 * March 6, Tuesday**
 * 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
 * March 5, Monday**
 * 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 (You should be able to finish in class)

Completed the [| Earthquake gizmo]:
 * March 2, Friday**
 * 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
 * Homework: ** Complete Earthquake gizmo (You should be able to finish in class)
 * 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).

Earthquakes can generate WAVES! [|Japan (tsunami)] earthquake, [|tsunami animation], [|tsunami animation 2] disaster

Brain Pop [|Earthquakes] (2:24) [|Earthquake Destruction] (2:30) [|Understanding Earthquakes] (3:00) [|Japan Earthquakes 2011] (10:00) (Show intro and key parts, provide explanation of what is being shown) 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
 * March 1, Thursday**
 * 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]). Viewed video "Radiometric Dating [|Link]" (7:00) (use on or around slide #12) 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)
 * February 29, Wednesday (No Laptops Today)**
 * Below:** Cascade mountains of Washington state (left) and Thingvellir National Park Iceland (right). What is the important [|connection] between the 2 ?
 * [[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.

Finding Global Patterns of earthquakes and volcanoes:
 * February 28, Tuesday (PSSA mtg. 2nd period)**
 * 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).

Students completed the mini [|Pangaea Gizmo] (NOTE: We only completed parts B and C of this 4 page document).
 * February 27, Monday**
 * Brain Pop Cartoon "[|Earth Structure]" (2:46) and "[|Plate Tectonics]" (2:19)**
 * [|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).

Viewed Deep Sea Video. (question sheet collected)
 * February 24, Friday**

[|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!
 * February 23, Thursday**
 * 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).


 * February 22, Wednesday**
 * Collect Extra Credit Review Puzzles**
 * Unit 1 Test Today**
 * Viewed clips: [|NatGeoChannel] (Welcome to the Galapagos Islands, Bermuda, Hawaii and the Great Barrier Reef)**

Display Warm Up Key Display results of the online "History of Oceanography Quiz" CPS review of Unit 1 Done early? Begin work on the Unit 1 Test Crossword Review Puzzle (due Tomorrow)
 * February 21, Tuesday**
 * Warm Up: [|CH 2 Study Guide]**
 * Announcement: Please prep well for the test tomorrow and turn in any "i" work by then. I'll be issuing progress reports soon.**
 * Unit 1 Test tomorrow!**

Completed work on "History of Oceanography" activity: When you're done, begin the Unit 1 Test Crossword Review Puzzle
 * February 16, Thursday**
 * 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** **Wednesday 2/22**


 * February 15, Wednesday**
 * Unit 1 Test** **Wednesday 2/22**
 * Finish section notes from yesterday. View [|Darwin's Finches] and //the Beagle// (7:00-15:00)**
 * 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**


 * February 14, Tuesday**
 * Checked and covered water properties SG**
 * Covered [|CH 2 Notes]**
 * Streaming video: Eratosthenes (7:00)**
 * Streaming video: Matthew Maury (4:30)**
 * [|Darwin's Finches] and //the Beagle// (7:00-15:00 or just the last few min.)**

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]**
 * February 13, Monday**
 * Vid: [|Water Temperature]and Density (2:00)**
 * 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.

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**
 * February 10, 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.


 * February 9, 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.

Finish the water salinity & density lab from yesterday:
 * February 8, Wednesday (4-Sight; 20 minute periods 1-3)**
 * 1) Carry out the procedure you designed yesterday
 * 2) Write your conclusions and turn in the lab sheet
 * Introduce Freezing Ocean Water Lab (time permitting)**


 * February 7, Tuesday (4-Sight; 20 minute periods 1-3)**
 * 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 Questions: How is water density influenced by salinity?** **How can we find out how the salinity of some unknown samples compare? (i.e. rank them in order of increasing salinity)**
 * 2) Group up (3 or 4) discuss and write a hypothesis and controlled procedure to rank the salinity of 4 unknown samples
 * Clue: One of the samples is fresh water and the rest increase in salinity by about 2% each
 * The only materials you will have at your disposal will be graduated cylinders, pipettes, beakers containing a small amount of each water sample, etc. ***Note: Use your colored water samples carefully; you only have a small amount of each.**
 * In order to develop an effective procedure for tomorrow, you may experiment with some of the samples today to get a better idea of how your group should proceed, but again experiment with small amounts of water.
 * 1) Get procedure approved by me (time permitting)


 * February 6, Monday**
 * Viewed a streaming video on Water Properties.** **Covered slides 1-14 of the [|Water Properties Notes].**
 * Mini Lab Activity (On 1/2 sheet of lined paper):**
 * 1) **Can you make a paper clip float? Explain how this is possible based on the properties of water.**
 * 2) **How does the diameter of a graduated cylinder influence the shape of the meniscus? Explain how this directly relates to a particular property of water.**
 * Homework: Complete the Marine Science Career Exploration Activity if you were not here Friday (read below)**

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.)
 * February 3, Friday**

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)
 * February 2****, Thursday**
 * Brain Pop Cartoon "[|Oceans]" (3:00)**
 * Homework:**CH 1 Study Guide. On the back of this sheet read and summarize the main events in "The Formation of Earth" handout (Ocean Book: Page 42-43). Complete work on the "Sea Level Trends" document if not done already

Finish "[|Sea Level Trends]" work. (*Note: I corrected the issue with the graph link that was not working.) Also, make sure you simply read and follow the directions at the beginning; there are several people who have not yet sent me an invitation to their document.
 * February 1****, Wednesday**
 * Homework:** Complete your work on the "Sea Level Trends" document **by Tomorrow. (See me today if you need a study hall pass to the library)**