Spring+2011

All else: Continue work on Marine Animal Table or Poster Project
 * June 2, Thursday**
 * Senior Final Exam Today**


 * June 1, Wednesday**
 * Offered students a Final Exam Crossword Review Puzzle**
 * Cover marine bio test together (Srs. may continue project work immediately)**
 * Period 4 Senior Final Exam Tomorrow, all else Tues. 6/7**
 * Period 3 Final Exam for everyone Tues. 6/7**
 * Prepare by studying previous course tests**


 * May 31, Tuesday**
 * Offered students a Final Exam Crossword Review Puzzle**
 * Continued Marine Animal Project Work (Last grade being entered for 4th marking period)**
 * Period 4 Senior Final Exam Thurs. 6/2, all else Tues. 6/7**
 * Period 3 Final Exam for everyone Tues. 6/7**
 * Prepare by studying previous course tests**

Continue work on Marine Animal Table or Poster Project
 * May 26, Thursday**
 * Final Exam Thurs. 6/2**


 * May 25, Wednesday**
 * Check and discuss article questions**
 * Introduce Marine Animal Project**
 * Final Exam Thurs. 6/2. End of 4th Marking Period**
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

Checked and displayed Phyla Grid Sheet Return and cover Boating & Nav. test Return previous tests, and a blank copy of Marine Bio Test. **STUDY THESE FOR FINAL EXAM!**
 * May 24, Tuesday**
 * Introduce Article & Ques: 7 Ways to Save the Seas (Due tomorrow) **

Viewed additional short clips on cartilage fish vs. bony fish Cover remaining [|CH 15] Notes View accompanying Underwater Trilogy DVD sections (Marine Reptiles and Mammals)
 * May 23, Monday**
 * Homework: **Complete Marine Animal Phyla Grid Sheet
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

Finish video clips on Phylum Arthropoda (Class Crustacea) and Phylum Mollusca Cover [|CH 15] Notes on Phylum Echinodermata and Chordata (2 fish classes) View accompanying Underwater Trilogy DVD sections. Complete Marine Animal Phyla Grid Sheet on these Phyla
 * May 20, Friday**
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

Collect current event article questions Finish Coral Reef DVD (10 Min) Covered [|CH 15] Notes thru Phylum Arthropoda and mollusca View accompanying Underwater Trilogy DVD sections. Complete Marine Animal Phyla Grid Sheet through Mollusca
 * May 19****, Thursday (No puters today and tomorrow)**
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

Viewed Coral Reef Adventure DVD
 * May 1****8, Wednesday**
 * Introduce Current Event Article: Cement from Thin Air (read and answer questions by tomorrow)**

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
 * May 1****7****, Tuesday**
 * S11.A.3.3.1** Describe or interpret recurring patterns that form the basis of biological classification

Schedule test make-ups. Finished [|CH 13 Notes] slides 9 - end. The connection between light and life in the ocean: Began [|CH 15] Notes on Phylum Porifera (sponges) Viewed: [|Sponge Feeding] (1:30) [|Wonderful World of Sponges] (3:00) Sponges: Pharmaceuticals from the Sea (3:00) Hand out [|Marine Animal Phyla Grid] sheet. (Complete as we progress through this last unit)
 * May 16, Monday**
 * 1) Are all marine food chains based on solar energy? Viewed Biogenesis streaming vid. (3:00)
 * 2) Primary Producers near the surface: Viewed [|Primary Producers] (3:00)
 * 3) Can too much primary production be a bad thing? Viewed Red Tide streaming vid. (3:00)

Marine Biology Unit Essential Questions: Summary of this final unit on Marine Biology: Began [|CH 13 Notes] slides 1-8.
 * May 13, Friday**
 * Boating and Navigation Test Today. (Return Student Work)**
 * 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) Presentation of course content (Notes, Video, Articles,etc.)
 * 2) Individual / Small Group work on Marine Animal Table or Poster Project
 * 3) There will most likely not be a separate test on this unit (it will be assessed on the final exam)

Collected Coriolis Experiment Write Up Completed CPS clicker review
 * May 12, Thursday**
 * Checked and covered homework (displayed key)**
 * Test on Boating & Nav Unit Tomorrow. Extra credit puzzle due tomorrow.**

Checked and covered Boating & Nav. homework and Wind Pattern sheets Discuss/Collect Coriolis Article Questions Boating and Navigation Unit Study Guide provided Boating and Navigation Extra Credit Review Puzzle offered
 * May 11, Wednesday**
 * Test on Boating & Nav. Unit Friday 5/13**
 * Coriolis Experiment lab write up (worth 40 points is due Tomorrow)**

Finished the [|CH 8 Notes] Think-Pair-Share with article on Coriolis Effect:
 * May 10, Tuesday**
 * 1) Read PSU article on Coriolis Force Influence on Sinks
 * 2) Answer the following on 1/2 sheet of paper with a partner
 * 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?)
 * Homework:** [|Wind Patterns Worksheet] **(page 4 of your notes) and** [|Boating and Navigation].
 * Coriolis Experiment lab write up (worth 40 points is due Thursday 5/12)**
 * Test on Boating & Nav. Unit Friday 5/13**

= A concise explanation of the Coriolis lab: =
 * May** **9, Monday**
 * Today we will analyze data from the Coriolis Experiment and begin the lab write up. (40 points, and due Thursday 5/12)**
 * 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 20 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 20 points based on your thorough description of the experimental procedure**__
 * 3) Write Conclusions section ( **20 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**
 * Direction of Rotation || Expected || Observed || Difference || ===__(Observed - Expected)²__===

Expected
||
 * Clockwise || 60 || 76 || 16 || 4.2665 ||
 * Counter-Clockwise || 60 || 44 || - 16 || 4.2665 ||
 * Chi Squared Value ||  ||   ||   || 8.533 ||
 * Corresponding **p-value** ||  ||   ||   || **0.003** ||

Now use your calculated Chi Squared value (8.533) to **determine your corresponding p-value (using the table below). Notice the Chi value of (8.533) is FAR OFF TO THE (Right) on the table below. In our case, __a Chi-Squared calculator was used to determine that__** **(8.533)** **__corresponds to an exact p-value of__** **(0.003)** **(__This is the single most important number for this whole experiment; read more below to find out why__)**
 * **p-value** || 0.25 || 0.20 || 0.15 || 0.10 || ==**0.05**== || 0.025 || 0.02 || 0.01 || 0.005 || 0.0025 || 0.001 || 0.0005 ||
 * **Chi Squared Value** || 1.32 || 1.64 || 2.07 || 2.71 || 3.84 || 5.02 || 5.41 || 6.63 || 7.88 || 9.14 || 10.83 || 12.12 ||


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


 * *Key Point: If the difference between observed and expected was due to random chance (and nothing else), we would conclude that** **hemisphere DOES NOT have a strong influence on the rotational direction of draining water.**
 * = **A p-value**
 * here means that the**
 * difference was probably**
 * not due to chance alone. Therefore,**
 * REJECT THE NULL HYPOTHESIS!**
 * It seems hemisphere may have**
 * a strong influence on the rotational**
 * direction of draining water.** ||= **<** ||= **5%**
 * (0.05)** ||= **<** ||= **A p-value**
 * here means that the**
 * difference was probably** **WAS DUE TO CHANCE.**
 * DO NOT REJECT THE NULL. It seems** **hemisphere**
 * DOES NOT have a strong influence**
 * on the rotational direction of draining water.** ||
 * **REMEMBER** that the null hypothesis being tested **EXPECTS** that if 120 sinks were tested, that 60 should drain clockwise and 60 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."
 * May** **6, Friday**
 * 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**
 * 8) Students use Chi-Squared test to analyze the data **(Monday, 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 Covered [|CH 8 Notes] slides 7-11 (Coriolis Effect). Viewed YouTube videos on the Coriolis Effect. Begin **class activity** on Chi-squared statistical test (should be at least a little familiar...we used it earlier in the year): Chi-squared [|calculator] online. Chi-squared [|distribution table]. Translate what the output from the online calculator means:
 * May** **5, Thursday**
 * 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. 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**)
 * May** **4, Wednesday** All PM vo-tech students will be meeting with guidance counselors and administration in the auditorium on 5/4/11 @ 10:15 am. **Also, I've entered grades for 3 assignments and there are several "i" (incomplete) grades there, so make sure you're not one of them! We're nearing the home stretch.**

Begin marlinspike (knot tying) activity.
 * May** **3, Tuesday**

World Seas Quiz Today Finished [|Boating and Navigation Notes] slides 24 - 39 (vocab & knot tying). [|Nautical Flags]
 * May** **2, Monday**

Viewed Survival Island
 * April** **29, Friday** **(Snr. Assembly 3rd & 4th pd Auditorium)**

Collected Google Earth World Seas and Units used in Latitude & Navigation Checked and covered World Seas Homework sheet. Return and cover Ocean Geology Test
 * April** **28, Thursday**
 * CPS Clicker review of World Seas**
 * World Seas Quiz Monday (****You will need to be able to identify where these oceans and seas are located)**

Handout [|World Seas Worksheet] **(due tomorrow)** Students finished work on [|World Seas with Google Earth]
 * April** **27, Wednesday** **4Sight (Periods 1,2,3 approx. 20 minutes)**
 * 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 Monday 5/2 (****You will need to be able to identify where these oceans and seas are located)**

Students finished work on [|World Seas with Google Earth]
 * April** **26, Tuesday** **4Sight (Periods 1,2,3 approx. 20 minutes)**
 * 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** **Monday 5/2** **(****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).

Viewed Cocos Island of the Sharks with video question sheet
 * April** **25, Monday**

Viewed Whales: An Unforgettable Journey with video question sheet
 * April** **21, Thursday**

**Have a calculator handy today**
 * April** **20, Wednesday (Gulf Oil Spill [|One Year Later])**
 * 1) **On Google Earth (as a class):** Finish Latitude & Longitude w/ Google Earth
 * 2) **2nd (small group):**
 * 3) Answer questions on [|Latitude and Longitude with Google Earth]
 * 4) Begin [|World Seas with Google Earth] (**precision to degrees** is sufficient. **Some** more class time will be available for this)
 * World Seas Quiz End of Next Week after 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)
 * April** **19, Tuesday**
 * 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** Time Zone Practice Problem (steps to solve provided) Finish [|Boating and Navigation Notes] 18 - 21 (nautical mile)
 * April** **18, Monday**
 * Homework:** [|Mile Conversion] and [|Time Zone] worksheet

Question raised by one group Friday: 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.** Inquiry-based approach where students are given the essential questions below and tasked to develop the "Steps to Solve" by discussion/research in small, assigned groups. Presentation of group findings Handed out all [|Boating and Navigation Notes] and covered slides 1 - 13 and 18 - 21.
 * April** **15, Friday**
 * 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 can this be used to determine time difference between 2 locations on Earth? i.e. YOU create the steps to solve such a problem! (You don't need to do the math at this point, but describe idea of how to solve and info needed)**
 * S11.D.1.3** Explain the significance and contribution of water as a resource to living things and the shaping of the land.

Viewed Dolphin IMAX DVD (Netflix Streaming) and answered video questions (sheets collected at the end)
 * April** **14, Thursday**
 * S11.D.1.3** Explain the significance and contribution of water as a resource to living things and the shaping of the land


 * April** **13, Wednesday**
 * Geology of Oceanography Unit Test Today.**

Cover unit test content and format for tomorrow CPS Review of Geology of Oceanography Unit. **Geology of Oceanography Unit Test Tomorrow** Offered Geology of Oceanography extra credit review puzzle (due tomorrow)
 * April** **12, Tuesday....Just keep swimming, just keep swimming.**

Checked and displayed study guide key. Make sure to turn in Mapping the Seafloor Activity if you have not yet done so. Open Notebook Quiz today: Earth Layers, Side Profile, and Contour Maps. Offered Geology of Oceanography extra credit review puzzle (due Wednesday)
 * April** **11, Monday**
 * Geology of Oceanography Unit Test Wednesday 4/13**

Finish [|Mapping the Seafloor Activity] and complete [|Geology of Oceanography Study Guide]. **Homework:** Study Guide due Monday. **Geology of Oceanography Test Next Week**
 * April 8, Friday** (McHugh Meeting periods 1-4)
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.

Checked and covered homework. Quick demo of echo sounding with a Vernier motion sensor. I introduced and students began work on [|Mapping the Seafloor Activity]: The end of the third marking period is April 8th. Submit any incomplete "i" work NOW!
 * April 7, Thursday**
 * 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
 * Return Student Work**
 * Geology of Oceanography Test Next Week**
 * S11.A.3.2** Compare observations of the real world to observations of a constructed mode

Short Video & Article on Japans nuclear sea water Finish Ghosts of the Abyss
 * April 6, Wednesday**

Video: Ghosts of the Abyss (Return to Titanic) Jot 10 Good Questions **in order** (the best samples will receive extra credit based on):
 * April 5, Tuesday**
 * 1) Questions are clear and focus on something interesting
 * 2) Questions are spaced out at approximately every few minutes

Video & Questions Sheet Ocean Oasis
 * April 4, Monday**

Collect: Bathymetry packet, Low Resolution East Pacific Rise Map, and High Resolution EPR Map. **(These will be some of the last grades for 3rd marking period so get them to me ASAP)** Missing Juniors Mon-Wed of next week. Covered labeling of the [|Graphing the Ocean Bottom] worksheet Finished [|CH 4 Notes] and viewed streaming video clips: Volcanic Vents and Deep Sea Trenches. Completed the [|topo map sheet] as a class. The end of the third marking period is April 8th. Submit any incomplete "i" work NOW!
 * April 1, Friday**
 * Homework:** [|CH 4 Homework Sheet]

Continued Air Jaws pt. 2
 * March 31, Thursday**

Finished Air Jaws pt. 1 Students complete ocean mapping gizmo: The end of the third marking period is April 8th. Submit any incomplete "i" work NOW!
 * March 30, Wednesday**
 * disregard sequential directions on worksheet, and simply do the following:**
 * 1) Safari to explorelearning.com, login info on front board, click "Oceans4" and "Ocean Mapping Gizmo"
 * 2) Map out your **entire** ocean region on the screen **(compare 2D and 3D maps)**
 * 3) Complete steps on the sheet, show me the "safe path" for your ship and I'll initial your sheet
 * 4) Turn in sheet
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.

Option 1: Finish East Pacific Rise Maps Option 2: Began viewing Air Jaws
 * March 29, Tuesday**

Students used class time to continue work on [|Reading Contour Maps part 2] and [|Reading Contour Maps Part 1]. The end of the third marking period is April 8th. Submit any incomplete "i" work NOW!
 * March 28, Monday**
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.

Brief review of 2 activities from yesterday. (Any questions?) Introduced [|Reading Contour Maps part 2.] (Jrs: take to work on next week along with [|Reading Contour Maps Part 1] and [|Graphing the Ocean Bottom]. Altogether they will not take that much time, and you can work on them at your own pace.) The end of the third marking period is April 8th. Submit any incomplete "i" work NOW!
 * March 25, Friday**
 * For today:** Introduced constructing models of the Atlantic ocean basin and completed the [|Bathymetry packet] (Show Google Earth as an example).
 * S11.A.3.2** Compare observations of the real world to observations of a constructed model.

Due to PSSAs being administered next Mon-Thurs and the following Mon-Wed, today and tomorrow I'd like to **begin** a couple different activities that Jrs. may continue at their own pace over the next 2 weeks. (The rest of us will be using **some** class time for these activities next week but they definitely won't require that much time) As a class begin working on:
 * March 24, Thursday**
 * 1) [|Graphing the Ocean Bottom] worksheet. (Plot data points, connect the dots, label the profile features)
 * 2) [|Reading Contour Maps Part 1]
 * 3) Create a color code from Red = most shallow thru Orange, Yellow, Light Green, D. Green, L. Blue, D. Blue, and Purple = the deepest color)
 * 4) Determine the depth at each circle point on the map and color blocks surrounding it accordingly. (If the point lies in between 2 depths, go with the color that is **less deep**)
 * 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).

Finished slides 1-13 of the [|CH 4 Notes] (Show Atlantic Basin Contours on Google Earth). Streaming video clips: Topobathy, What is Continental Shelf?, Abyssal Plain, Mid-Ocean Ridge. Students began working on the [|Graphing the Ocean Bottom] worksheet. **Homework: Finish Graphing the Ocean Bottom worksheet for tomorrow**
 * March 23, Wednesday (2 Hr. Delay)**
 * 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, What is Continental Shelf?, Abyssal Plain, Mid-Ocean Ridge. Students began working on the [|Graphing the Ocean Bottom] worksheet. **Homework: Finish Graphing the Ocean Bottom worksheet for tomorrow**
 * March 22, Tuesday**
 * 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).

CPS review for tomorrow's quiz: Earth Layers, and Tectonics Quiz 1 & 2
 * March 21, Monday**
 * 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 Returned and covered Unit 1 Test. Review "[|Paleomagnetism]": [|Apparent Polar Wander] Viewed streaming vid: Drift Spread Tectonics (11:00)
 * March 18, Friday**
 * 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 Tuesday 3/22**
 * 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).

**March 17, Thursday** 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]. [|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).

[|Earthquake Destruction] (2:30) [|Understanding Earthquakes] (3:00) Handout and begin with earthquake wave slides. Good old clip: [|Seismic Waves] (2:30) Ring of Fire DVD (0-17:00 and 30-36:00) (pd. 3 has already seen first few min.)
 * March 16, Wednesday**
 * Collected remaining Earthquake Gizmos**
 * 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).

Completed the [|Earthquake gizmo] (as a class with 3rd period shortened). Safari to explorelearning.com "Earthquake Recording Station"
 * March 15, 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).

PSSA schedule change. Viewed update on [|Japan (tsunami)] earthquake, [|tsunami animation], [|tsunami animation 2] disaster.
 * March 14, Monday**

View last section of Volcanoes of the Deep. (5:00) 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)
 * March 11, Friday**
 * 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.

Volcanoes of the Deep video (Question sheets completed for credit)
 * March 10, Thursday**
 * Thurs 3/10 9AM meeting**

Finding Global Patterns of earthquakes and volcanoes:
 * March 9, Wednesday**
 * 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.**
 * 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).
 * March 8, Tuesday**
 * [|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).

Check CH 3 Notes to see where this fits: Radiometric Dating [|Link] (it may be a few days from these first notes)
 * March 7, Monday**

Make sure you've submitted a mywebspiration.com History of Oceanography timeline (see last week below) Scheduled test make ups. [|CH 3 Notes] thru slide 9. Viewed streaming videos on tectonics: [|2], [|3], [|4]. Earth Bio: Volcanoes: "Iceland" (8:00 - 14:00)
 * S11.D.1.1.2** Explain the processes that take place at plate boundaries and how these processes continue to shape Earth (e.g., volcanic activity, earthquakes, mountain building, mid-ocean ridges, deep-sea trenches, new land being formed).


 * March 4, Friday**
 * Unit 1 Test Today**
 * Viewed clips: NatGeoChannel (Great Barrier Reef, Hawaii, and Mediterranean Sea)**

Checked and covered **[|CH 2 Study Guide]**. CPS review of unit 1. Unit 1 Test Crossword Review Puzzle offered (due tomorrow)
 * March 3, Thursday**
 * Unit 1 Test tomorrow**

Completed work on the History of Oceanography **[|TimeLine.]** Unit 1 Test Crossword Review Puzzle offered (due Friday)
 * March 2, Wednesday**
 * Homework:** **[|CH 2 Study Guide]** **Unit 1 Test Friday 3/4**


 * March 1, Tuesday (Have document ready to share to all usernames B4 class)**
 * Complete section notes (if needed?)**
 * 1) Create mywebspiration.com account (Use same username/password as your wikispaces account)
 * 2) Students began work on the History of Oceanography **[|TimeLine] (pairs):**

Log onto www.mywebspiration.com
== 4. When you're finished, make sure to include your name(s) clearly above the timeline and click "sharing".... "collaborate".... "invite" and invite mchughc==
 * 1) ==  Click "Launch Mywebspiration" and/or "Manage Documents"==
 * 2) ==  Open the "History of Oceanography Timeline" I sent you==
 * 3) ==  Read the directions and begin the activity==
 * You may collaborate with 1 partner by clicking "Collaborate" and "Invite" (type in the username or email of your partner)
 * Your work will be saved automatically and you may access it from any computer


 * February 28, Monday**
 * Collected remaining "[|Water Density Lab]" sheets (absent for this?..see Friday blog entry below).**
 * Streaming video: Eratosthenes (7:00)**
 * Covered [|CH 2 Notes] through slide 19**
 * Streaming video: Matthew Maury (4:30)**
 * Unit 1 Test Friday 3/4** **(may get pushed back a little depending on how events transpire this week)**


 * February 25, Friday**
 * Checked and covered water properties SG.**
 * Students completed the "[|Water Density Lab]" activity. (NOTE: If you were not present for this lab, write and submit a 2-paragraph summary explaining "Water density and how it is 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

Return work. Collect any remaining lab sheets from yesterday (NOTE: If you were absent on both 2/22 and 2/23, see alternate assignment below). If you were only absent yesterday for the second part of the lab, see me at the end of class about how to complete your lab. Covered the remainder of the **[|Water Properties Notes].** **Homework: [|Water Properties Study Guide]**
 * February 24, Thursday**
 * 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 for salinity testing (test samples 1 & 2 together & pass around). We did part 2 of the Freezing Ocean Water lab. Lab sheets were collected. If you were not present both lab days, write a 2 paragraph summary of the difference between freezing fresh water and ocean water. **Homework: Completed lab sheets due tomorrow**
 * February 23, Wednesday**
 * 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 22, Tuesday**
 * I introduced and students completed part 1 of the Freezing Ocean Water lab.** (Lab setup ahead of time & ICE)
 * Basic lab introduction demo
 * Lab groups
 * Groups get 1 computer and meet me in the back where I will assist.
 * **Demonstration of Refractometer for salinity testing (test sample 1 together & pass around)**
 * Important **:
 * Computers really do not like water!
 * **The salt we're working with is toxic!**
 * make sure you click on "File," "Earth Science with Computers," "17 Freezing Ocean Water." Every year, a few people simply plug in the temperature probe and click start....that messes up your result big time.

Study Island Practice Graph Functions, Equations and Inequalities. Do any Jrs. have questions on PSSA items? Viewed vid: How the Oceans were Formed (2:00)
 * February 17****, Thursday**
 * Don't forget:** **Completed Job Description activity due Tuesday 2/22**
 * Viewed a streaming video on Water Properties.** **Covered slides 1-14 of the [|Water Properties Notes].**
 * Near the end of class pass out paper clips; see if you can make it float.**

Completed work on marine science career exploration activity. **Completed activity due Tuesday 2/22, and today is the final class time for this.**
 * February 16****, Wednesday**

Checked and displayed CH 1 Study Guide. Began work on marine science career exploration activity.
 * February 15****, Tuesday**

Collected Water Taste Experiment Labs. Show list of people who have successfully created a wikispace.com account and requested to join class wiki. If you're not on the list, see last week's blog below and get on there by tomorrow. Viewed [|Beyond the Big Bang] (clip: 52:00 - 55:30). Covered [|CH 1 Notes] 21-end (8): Big Bang thru Oceans on Earth. Viewed vid: How the Oceans were Formed (2:00)
 * February 14****, Monday**
 * Study Island Practice: Quadratic Equations, Linear Equations and Slope**
 * Homework:** CH 1 Study Guide due tomorrow.


 * February 10****, Thursday**
 * Collect data count from yesterday's lab:**
 * Completed lab write up due Monday 2/14. If you weren't here, read yesterday's blog posting and get caught up.**
 * **REMEMBER** that the null hypothesis being tested **EXPECTS** that if 51 people took the water taste test and the water came from 5 sources, then about 10.2 people should favor each sample of water. **REMEMBER ALSO** that as our **OBSERVED** results get farther and farther away from that....that there is more evidence for rejecting the null hypothesis.
 * Chi-squared [|calculator] online. Chi-squared [|distribution table]. Translate what the output from the online calculator means:
 * The calculator will give us a **p value**, which when translated literally means, **"the percentage of time that a difference as large as the one we got between the Observed and Expected will happen by chance alone."** And most professional scientists agree that if a difference between the **OBSERVED and EXPECTED** happens by chance alone only 5% of the time or less.....bingo!...reject the null.
 * Write Experiment section (detailed, step-by-step procedure someone could follow to repeat this experiment. Minimum suggested length of 2 paragraphs)
 * How many people were tested? How many sources did the water come from? How was it labeled? The temperature was kept at room temperature for over 24 hours. How exactly was the test conducted in class? What data were collected? What was the purpose of using the Chi-Square test on the data?
 * Write Conclusions section
 * According to the null hypothesis, what was the expected outcome? (Explain why) What was our observed outcome? (Include a data table displaying: expected, observed, difference and p-value) Does the result (p-value) of the Chi-Square test suggest that we should support or reject the null hypothesis? EXPLAIN WHY. (Minimum suggested length of 2 paragraphs)
 * Answer questions and submit this lab. Note: directions above and below should help answer any questions you have, but ask a peer or myself if you need extra help.

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


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

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

I introduced the [|Water Taste Test Experiment]
 * February 9****, Wednesday**


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


 * S11.A.2.1.3** Use data to make inferences and predictions, or to draw conclusions, demonstrating understanding of experimental limits.
 * S11.A.2.1.4** Critique the results and conclusions of scientific inquiry for consistency and logic.
 * S11.A.2.1.5 ** Communicate results of investigations using multiple representations.

Covered [|CH 1 Notes] 13-20.
 * February 8****, Tuesday**
 * Create an account at wikispaces.com: [[file:Creating a Wikispace Page Spring 2011.doc]]**


 * RECORD USERNAME AND PASSWORD AND KEEP THIS SHEET!
 * Demo and practice editing:
 * Edit and Save!
 * Use tables to organize images and info into nice, neat cells.
 * Inserting Images

Completed work on Observation Exercise:
 * February 7****, Monday**


 * For people who weren't here, copy the following 5 observations from Friday's short 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
 * Everyone: Make sure you have a GOOD, TESTABLE PREDICTION for each of your observations
 * Exchange papers with a neighbor. Check, ask, and help correct as needed.
 * Collect Observation Exercise
 * Covered [|CH 1 Notes] thru slide 14.**


 * 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.


 * February 4****, Friday** Wednesday, February 2, 2011--period 4--Grade 11 Assembly?
 * Announcement:** **A textbook may be signed out at any point during this course.**


 * Discuss what an observation is and many examples of observations.
 * **Viewed****"[|Ocean Overview]"****(****Record 5 observations on the "[|Observation Exercise] " worksheet. (Leave Space)**
 * Discuss what a "testable prediction" is and many examples of them. (Use student examples from the short video)
 * Questions???
 * Now write a logical explanation for each observation. (FOR FULL CREDIT, MAKE SURE TO WRITE AS A TESTABLE PREDICTION!)
 * Exchange papers with a neighbor and check. Share, ask, and correct as needed.
 * Collect Observation Exercise


 * 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.


 * February 3****, Thursday**
 * Announcement:** **A textbook may be signed out at any point during this course.**
 * 1) Begin Textbook Survey
 * 2) Check for signed course sheet

Seating, Welcome, and Fire Exit Procedure Record my new email address and our class website on your course syllabus. (This is your life line!) Interview and introduce a neighbor / Covered course syllabus and expectations:
 * January 31, Monday**
 * Homework:** Get syllabus signed for tomorrow. (10 points, no excuses)
 * 1) Meet your neighbor
 * 2) Make notes about his or her interests & future plans
 * 3) Introduce him or her briefly (30-60 sec.) and give us one piece of info from the syllabus or class rule
 * 4) Class Website