LAST DAY TO TURN IN MISSING WORK!

 

HALL PASSES DUE TODAY!

 

EXTRA CREDIT DUE TODAY!

Section 8.1, 8.2 & 8.3--20 pts each section assignment (60pts)

For each Section Write:

* 10 facts

SAQs 8. 1  -->1-8.    8.2---> 1-6       8.3---> 1-6

Summary

1. NaOH
2. H₃PO₄ 
3. H₂O
4. Mn₂Se₇ 
5. MgCl₂ 
6. (NH₄)₂SO₄

1. How many moles are in 22 grams of argon?
2. How many grams are in 88.1 moles of magnesium?
3. How many moles are in 2.3 grams of phosphorus? 
4. How many grams are in 11.9 moles of chromium?
5. How many moles are in 9.8 grams of calcium?
6. How many grams are in 238 moles of arsenic?
7. How many grams are in 0.02 moles of beryllium iodide, BeI₂?  
8. How many moles are in 68 grams of copper (II) hydroxide, Cu(OH)₂?
9. How many grams are in 3.3 moles of potassium sulfide, K₂S?  

1. How many moles are in 1.2 x 10³ grams of ammonia, NH₃?
2. How many grams are in 2.3 x 10^-4 moles of calcium phosphate, Ca₃(PO₃)₂?
3. How many moles are in 3.4 x 10^-7 grams of silicon dioxide, SiO₂?

Intro to Chem Quiz:

Basics, Molar Mass and Convert Mass to Moles and Moles to Mass

Read Section 2.1

Cornell Note Format

-10 Notes

-SAQ 1-9

-Summary

Chapter 10 Test-Volcanoes

Ch. 10 Assessment-30pts

page 303, 1-10 Write Question and Answer

11-22 Write answer only

page 304, 28-31 Answer only

page 305, 1-4 Write Question and answer

 

5 pts for following directions

Complete the Analysis Questions and the conclusion.

Attach the map with Volcano and Earthquake coordinates with key.

Section 10.1 Cornell Note Format

include SAQs 1-5 into Cornell Notes with summary.

Also provide answers for 6-7. 

Inventors & Inventions Research

       4/24

Due Date:_____________ 

Students will work on an invention research that has helped mankind. Students will gather information about those inventors using online and offline resources. When students have gathered their research they will need to organize that information in a way that makes sense. For the purposes of this project we will use the following outline when organizing information:

• What is the invention?
• What does the invention do? How can it be used?
• When was it invented?
• Where there other inventions that led up to this invention?
• Information about the inventor
• Who was this inventor?
• When did this inventor live?
• Where did the inventor live?
• What was the inventor's early life and education like?
• Any interesting facts about the inventor.
• Why did the inventor want to invent this invention?
• Did the inventor invent other inventions? What were they?
• What is the importance of this invention?
• Explain why the invention is important?
• Have the invention been improved or changed since it was invented?
• Did it lead to other inventions?
• How has this invention changed the world? What was the world like before this invention and how is it different now that it has been invented?

 

After details are written out in an organized fashion, students will get to choose a method to present that information.

Students can:

• Make a PowerPoint
• Record a Podcast (like a radio program)
• Make a Glogster Poster
• Record a video
• Got another idea on how to present the info, talk to Mrs. Lopez

Ch. 9 and 8.4 Test  Today!

Study!!!!!!

Ch. 9 Assessment

1-10 page 275

18-20   Page 276

23-24   

 

1-7  page 277

Outlines for Chapter 9

9.2---SAQs 1-5

9.3---SAQs 1-7

9.4---SAQs 1-6

9.5---SAQs 1-5

 

DUE Today!

Ch. 15 Assessment

Page 445, 1-8 Write Question and Answer (include the letter)

Page 444, 30-32

Make sure that you include the graph and use TAILS.

Complete Reading Guide 15.1

Complete Cornell Notes for 15.1 with questions and summary

 

Quiz Today!

 

1.  What does a longer travel time for the sound tell you about the bottom?

2.  Describe the shape of the ocean floor.

3.  Explain how the depth of the ocean floor is measured by an echo sounder.

4.  Find and label the following features on your graph:  guyot, mid-ocean ridge, continental shelf, continental slope, continental rise, seamount, and ocean trench.

 

What is the purpose/objective for this lab activity?  What did you learn about the ocean floor?  How do you think it compares to the features on land?  What causes the guyots to have flat tops?  What is the difference between the ocean features that formed the Hawaiian islands and the features that formed Iceland?

Section 15.3 SAQ 1-8

Cornell Note Format with summary

Read Section 15. 1, SAQs 1-8

          Section 15.2, SAQs 1-8

 

Cornell Note Format with summary for each section

How Earth Works!

Read Pages 604-605 and answer Assessment questions (1-5)

Use Cornell Note Format

Ch. 21 Assessment

Page 609, Write question and answer for:

1-7, 8,9,10,12,13,18

 

Page 610 Write answer in complete sentence for:

21,22

25,26,27,28,29

Climate Zone Travel Brochure

Work with a partner on a particular climate zone and complete the following:

 

1.  Folded into 3 sections (5pts)

2.  Name of Place (5pts)

3.  Pictures must have 5 (5pts)

4.  Name of climate zone include a description (10pts)

5.  Description of climate (10pts)

6.  Packing suggestions (5pts)

7.  Description of plant/animal life (5pts)

8.  Recreational activities (5pts)

 

The Lorax Writing Assignment:

Write a 1 page essay answering one of the following questions.  Your work must be typed 1.5 spaced with 1 inch margins.  Use font size 11 or 12.  If you are struggling writing enough for one question then you may choose a second question to answer.  Make sure to include the question at the top of your paper.

 

Read Chapter 21

Cornell Note Format:

Section 21.1, SAQs 1-9

Section 21.2, SAQs 1-8

Section 21.3, SAQs 1-7

Please include summary for each section.

Ch. 19 Air Pressure & Wind Test

View the video clips found on the Links for Honors Earth Science

                                        AND

Submit Responses to Air Pressure and Wind Video Questions

                                   ONLINE THROUGH JUPITER

GLOBAL WARMING-PBS Learning NOW

 

Lesson Objectives By the end of this lesson, students will:

1. Analyze global warming diagrams and resources to obtain a clear understanding of this scientific process.
2. Hypothesize about the effects of global warming on the climate and the world's populations.
3. Conduct research using a variety of primary sources to explore perspectives in the global warming debate.
4. Complete a Venn Diagram that compares various points of view on global warming issues.
5. Take a position on global warming and support this viewpoint with reasons, facts, and examples gathered  during lesson activities.

• Flash animation (found at the U.S. Environmental Protection Agency's Web site: http://www.epa.gov/globalwarming/kids/global_warming_version2.html that accurately describes the greenhouse effect and how it likely contributes to global warming.
• The EPA Web site provides a simple diagram with text explanation of the greenhouse effect at: http://www.epa.gov/globalwarming/kids/greenhouse.html. With an understanding of the greenhouse effect and global climate change, you can now make predictions about the potential impact of global warming.

• Hypothesize about how the world's climate could change over the next 100 years if humans do nothing to limit the levels of their greenhouse gas emissions. Make predictions about the effects such climate changes could have on humans.

Part 2: Making Predictions about the Effects of Global Warming

• With an understanding of the greenhouse effect and global climate change, make predictions about the potential impact of global warming.

Part 3: Comparing Points of View on Global Warming

• REMEMBER: Not everyone agrees about global warming and climate change. Use content from three NOW broadcasts to illustrate some of the controversy surrounding global warming.

 

The Heat Over Global Warming:                             http://www.pbs.org/now/shows/304/

Climate Change and the Media Senate Hearings:     http://www.pbs.org/now/shows/249/climate-change.html

God and Global Warming:                                        http://www.pbs.org/now/shows/343/index.html

 

1. In your opinion, has human activity caused the world’s climate to change over the past 100 years?
2. Complete “Global Warming Venn Diagram.” Read directions before completing the diagram.
3. Examine at least 4 of the programs listed as a means of gathering information representative of a number of different sources and points of view. Use at least two programs from the “NOW Programs” list and at least 2 resources from the “Other Global Warming Resources” list. Research and note specific facts and use the back of the sheet to note more in-depth details and cite their sources.

  

Global Warming Venn Diagram

Directions: Answer the question below using the Venn Diagram to record what people on both sides of the global warming debate say about human responsibility for this issue. Use the resource list that follows to access at least two of the “NOW Programs” and at least two of the “Other Global Warming Resources” for your research.

NOW Programs:

The Heat Over Global Warming

http://www.pbs.org/now/shows/304/

Interview with the producer of “An Inconvenient Truth” along with related links

God and Global Warming

http://www.pbs.org/now/shows/343/

Explores the effects of global warming on the Alaska and our moral responsibility to the planet

Robert Redford: Business Warming Up to Environment

http://www.pbs.org/now/news/324.html

Robert Redford interview discussing the advantages of businesses going “green”

Senator Jeff Bingaman on America’s Energy Policy

http://www.pbs.org/now/news/249.html

Discussion of America’s energy policy related to global warming

Emission Impossible?

http://www.pbs.org/now/shows/328/

Looks at how California is legislating auto emissions and taking steps to save the environment on the state level

Stepping Up on Climate Control

http://www.pbs.org/now/shows/319/step-it-up.html

Profiles “Step it Up” and the national campaign to combat global warming

Interview with Bill McKibben: National Day of Climate Action

http://www.pbs.org/now/shows/344/

Interview with Bill McKibben discussing the National Day of Climate Action and what he believes we must do to combat global warming

Climate Change and the Media Senate Hearings

http://www.pbs.org/now/shows/249/climate-change.html

Examines the role of the media and expert claims that the dangers of global warming are exaggerated by the media

Home Grown

http://www.pbs.org/now/shows/302/

Profiles the use of biodiesel and Willie Nelson’s role in its development

Five Questions with Environmental Writer Tom Philpott

http://www.pbs.org/now/shows/302/philpott-energy.html

Philpott answers five questions about alternative energy sources

Oil, Politics & Bribes

http://www.pbs.org/now/shows/347/oil-politics.html

Examines the role of oil lobbyists and their influence on energy policy

 

Other Global Warming Resources:

E2: Energy

http://www.pbs.org/e2/energy.html

This 6-part series examines the development of alternative energy sources

The Greens

http://meetthegreens.pbskids.org/

The series offers students specific ideas for reducing, reusing, recycling and conserving energy through various web links

Online NewsHour: The Global Warming Debate

http://www.pbs.org/newshour/indepth_coverage/science/globalwarming/explainer.html

This report examines the scientific definition of global warming and presents both sides of the debate on global warming.

NewsHour Extra: Global Warming Linked to Humans

http://www.pbs.org/newshour/extra/features/jan-june07/climate_2-05.html

Reported on 2/5/07, this article examines project global changes, the impact on humans, and what can be done to reduce emissions the lead to global warming.

NewsHour Extra: Global Warming Fears Lead to Ratification of the Kyoto Protocol http://www.pbs.org/newshour/extra/features/jan-june05/kyoto_2-14.html This 2/14/05 NewsHour with Jim Lehrer Special for Students summarizes the problem of global warming, briefly outlines details of the Kyoto Protocol and world opinion, and describes the U.S. response.

Frontline: Doubters of Global Warming

http://www.pbs.org/wgbh/pages/frontline/hotpolitics/reports/skeptics.html

This article profiles five prominent global warming skeptics and their opinions about global warming.

Journey to Planet Earth: The State of the Planet: Global Warming

http://www.pbs.org/wgbh/pages/frontline/hotpolitics/reports/skeptics.html

The article discusses the effects of global warming and provides several points of view about what could be done about these environmental changes.

What's Up With the Weather?

http://www.pbs.org/wgbh/warming/

This NOVA and FRONTLINE special report on global warming provides graphs, a helpful FAQ, an interactive activity that helps students recognize sources of daily energy consumption and determine their "diet" of carbon, perspectives for and against global warming, and more.

United States Environmental Protection Agency: "Global Warming Quiz" http://www.epa.gov/globalwarming/kids/quiz_global_warming.html. This online EPA resource provides five questions that check basic understanding of the causes of global warming.

NOTE: In addition to the sources listed above, you may use search engines to locate reliable primary sources of information that can be used for your research. Be sure to note the name of the website and the web address when recording information from these websites.

 

 

 

 

Ch. 17 Test

Chapter 17 Review Questions - All must be completed by this date

Quiz on Section 17.2 Vocabulary and Concepts TODAY!

Read Section 17.3

Using Cornell Notes Format:

and answer SAQs 1-6

write a 5 sentence summary

due today!

Section 17.1 Quiz today!