Sunday, January 8, 2012

Zoology SECTION TWO (T-F) (Sc-2b)

  • 1/3: Introduction to the course, pass out syllabus, inquiry on "What makes an organism an animal?", begin lecture and reading on "Life is Cellular"

  • 1/6: Finish "Life is Cellular", lecture and reading on "Plant and Animal Cells", Cell homework (DUE Tues. 1/10 if not completed in class):
1. List the components of the cell theory, and describe what each means
2. Describe the differences between a prokaryote and a eukaryote. Which kind are animals?
3. Describe 2 structures that all cells have
4. Define "cell specialization", and state which kind of organisms it occurs in
5. Describe how the biological levels of organization are similar to the levels of organization in ecology
6. List and describe two major differences and similarities between plant and animal cells

  • 1/10: Lecture and reading on "Zoology Introduction", and "Kingdoms of the Living World"
  • 1/13: Finish "Kingdoms of the Living World", Taxonomy homework (DUE Tues. 1/17):

1. Describe the characteristics of each kingdom on a cellular level

2. Define the term "species"

3. Define "binomial nomenclature", and list the rules in writing a binomial name

4. Describe why scientists avoid using common names for organisms

5. Which category has more biological meaning- "all brown birds" or "all hawk-like birds", and why?



Here's a video on Carol Linnaeus and the system of taxonomy, with Bill Nye: http://videos.howstuffworks.com/science-channel/29017-100-greatest-discoveries-classification-of-species-video.htm

A couple videos on the different kingdoms:

http://www.youtube.com/watch?v=TPZSoNY9vAo&feature=related

http://www.dnatube.com/video/5337/Biological-Classification-Kingdoms

One on the taxonomy of the Animal Kingdom, with the song "Animal" by Def Leppard (funny): http://www.youtube.com/watch?v=VOkQimDzr2Y&feature=related

And a great video on the "Tree of Life" with-get ready for it-David Attenborough!

http://www.youtube.com/watch?v=H6IrUUDboZo&feature=related


  • 1/17: Watch "Planet Earth: Seasonal Forests" with film questions
  • 1/20: Finish "Seasonal Forests", Taxonomic Groupings Class Activity, lecture and reading on "Modern Evolutionary Classification"
  • 1/24: Finish "Modern Evolutionary Classification", Phylogeny Worksheet, receive "Taxonomy Project Guidelines" (DUE Tues. 1/31)


    Here is a fantastic web resource for you guys for the rest of the semester-it's a web site where you can find taxonomic and other information of literally any animal in the animal kingdom!! Check it out, and remember to refer back to it later for projects:http://animaldiversity.ummz.umich.edu/site/index.html


    And here's an amazing website: it's a COMPLETE database on the entire Tree of Life, from prokaryotes to animals. It's a really cool website to explore- every species of any organism that has EVER been described is on here, and you can zoom out to see how they're related to everything else phylogenetically:

    http://tolweb.org/tree/


  • 1/27: Taxonomy Projects continued
  • 1/31: Unit Quiz One and Binder Check, Taxonomy Project Presentations
  • 2/3: Receive "Timeline of Animal Evolution", begin lecture and reading on "Introduction to Porifera"


  • 2/7: Finish "Introduction to Porifera", begin lecture and reading on "Introduction to Cnidaria", Porifera homework (DUE Tues. 2/14):

1. What are the biological Levels of Organization in a sponge?

2. Describe the important function of archaeocytes

3. Describe, in general, the niche of a sponge

4. Identify and describe one symbiotic relationship involving sponges

5. Describe the 2 methods of sponge reproduction

  • 2/10: Watch "Planet Earth: Deep Sea" with film questions
  • 2/14: "Introduction to Cnidaria" continued, Cnidaria homework I (DUE Fri. 2/17 in class):

1. What is the one characteristic that unites all Cnidarians with a single common ancestor?

2. Define zooxanthellae, and state the relationship that exists between them and some Cnidarians

3. Describe the differences between the polyp and medusa stage

4. Describe how a colonial hydrozoan is structured.

5. Describe the niche of coral, and explain how they are both producers and consumers

6. State which type of symbiotic relationship exists between anemones and anemonefish, and describe how each organism benefits


Here's a video showing the lightning-fast process of nematocysts firing:

http://www.youtube.com/watch?v=6zJiBc_N1Zk

Here's a good video (with a terrible narrator) that shows the Man of War- a colonial Hydrozoan:

http://www.youtube.com/watch?v=RBdCpcapB0s

Another, more sensational video from "World's Deadliest" about the Man of War:

http://www.youtube.com/watch?v=bPbQs4Zc85k

Totally inappropriate music, but awesome footage of colonial Hydrozoans called Siphonophores:

http://www.youtube.com/watch?v=94M69Zf513s

Here's an informative video on corals from National Geographic:

http://video.nationalgeographic.com/video/environment/habitats-environment/habitats-oceans-env/coral-reefs/

Hilarious British narrator on a serious topic- coral bleaching:

http://www.youtube.com/watch?v=60jof35WuAo

Here's one about the symbiotic relationship between anemones and anemonefish:

http://video.nationalgeographic.com/video/kids/animals-pets-kids/fish-kids/clownfish-kids/

  • 2/17: Receive "Zoology Research Project I Guidelines" (DUE Tues. 2/27 in class), watch "Blue Planet: Coral Seas" with film questions


If you missed the movie, or you just wanna watch it again, check out the following link:

http://www.youtube.com/view_play_list?p=A02935E9A1555F90

  • 2/21: Finish "Coral Seas", lecture and reading on "Introduction to Cnidaria" continued
  • 2/24: No School- Rodeo Break
  • 2/28: Research Project I DUE- No Class (AIMS)
  • 3/2: Finish "Introduction to Cnidaria", lecture and reading on "Introduction to the Phylum Platyhelminthes", Platyhelminth Graphic Organizer and Cnidaria homework II (BOTH DUE Tues. 3/6 in class):

    1. Why are jellyfish fossils so rare?

    2. Describe a typical scyphozoan life cycle. Also, which phase tends to dominate?

    3. List and describe 3 differences between a cubozoan and a scyphozoan

    4. Describe the niche of a cubozoan

    5. What two sensory structures allow cubozoans to navigate their environment? How do they work?


    Here's some links to Platyhelminth as well as Nematode (coming soon) videos, articles, and other interesting stuff. WARNING: Some of these may be kind of graphic, as they contain footage of parasites up close.

    To get you started looking, here's some cool links on this phylum:

    http://www.youtube.com/results?search_query=platyhelminthes&search_type=&aq=f

    Parasite Picture Gallery (this is cool, too!)

    http://www.thelifetree.com/gallery.htm

  • 3/6: Midterm Exam and Binder Check, lecture and reading on "Introduction to Nematoda", Nematoda homework (DUE Fri. 3/16 in class):

1. List and describe three defining characteristics of a nematode's morphology

2. What characteristic unites the nematodes distantly with arthropods, and why?

3. Describe a simple non-parasitic nematode life cycle

4. Identify and describe the two major niches occupied by nematodes


Here's a link to some Nematode pics and videos, plus the links above will also show you Nematodes, too:

http://www.youtube.com/results?search_query=nematode&search_type=&aq=f
Posted by at 1:27 PM 0 comments

Thursday, August 18, 2011

Ecology SECTION TWO (T-F) (SC-2a)

  • 8/12: Review syllabus, overview of course, set norms, inquiry on previous knowledge
  • 8/16: Lecture and notes on the definition of ecology, read "What is Ecology?" handout,"How would you study an ecosystem?" activity (DUE Thurs. 8/18 in class), plus What is Ecology Homework (DUE Thurs. 8/18 in class):
  1. How was the field of ecology different from the traditional methods of studying nature in the mid 19th century?
  2. How are ecology and environmentalism related?
  3. What caused people to become concerned about the environment? Also, list and describe the 2 different views on conservation of the environment.
  4. What is the biosphere? Also, describe how energy flows through the biosphere.
  • 8/19: School Transect Activity, begin lecture and reading on "Levels of Organization", Home Transect Homework (DUE Tues. 8/23 in class):
Conduct a transect of your home and record the names of the animals and plants that you find in your ecosystem. You don't have to know specific names, but at least use descriptions for things that you don't know.

  • 8/23: "Levels of Organization" continued, Food Chain Activity, Home Transect Homework II (DUE Fri. 8/26 in class):
Label the organisms on your transect list as either producers, primary consumers, secondary consumers, tertiary consumers, detritivores, or decomposers. If you don't know what something eats, look it up!

Here's a great website that explains some basic principles of ecology, with a food chain diagram:

http://www.scienceclarified.com/Di-El/Ecosystem.html

A couple cool ecosystem pyramid diagrams:

http://www.scienceparameter.com/museum/history/Tool-Timeline-images/16ecology_web.jpg

This is a GREAT interactive website on the phylogenetic tree of life:

http://tolweb.org/tree/phylogeny.html


  • 8/26: Finish "Levels of Organization", begin Group Pyramid Project
  • 8/30: Group Pyramid Project continued, Levels of Organization Homework (DUE Fri. 9/2):
1. What are the 2 main forms of energy that power living systems?
2. Describe the different processes that organisms use to extract the forms of energy listed above
3. Briefly describe the flow of energy among organisms in an ecosystem
4. What's the difference between an autotroph and a heterotroph? Which one are we (humans), and why?
5. Describe the difference between a food chain and a food web
6. What proportion of energy is transferred from one trophic level to the next in an ecosystem? How does this affect the number of organisms that can be supported at each higher level?

This website is AWESOME and should be used throughout the semester whenever you need any resources-you can refer to this if you need some good pictures to draw from for your posters:

http://wc.pima.edu/Bfiero/tucsonecology/index.htm

  • 9/2: Finish Pyramid Project, watch clips from "Sophisticated Serpents" with film questions
  • 9/6: Watch "Planet Earth: Great Plains" with film questions
  • 9/9: Watch "Blue Planet: Open Ocean" with film questions
  • 9/13: Lecture and reading on "What Shapes an Ecosystem?"

Here's a video from the Discovery Channel about Abiotic and Biotic factors:
http://videos.howstuffworks.com/discovery/30707-assignment-discovery-abiotic-and-biotic-factors-video.htm
And another good one about abiotic and biotic factors, and how they shape an ecosystem:
http://videos.howstuffworks.com/hsw/10589-environment-of-organisms-abiotic-and-biotic-factors-video.htm

Here's a video about the concept of the niche, using an African Savannah ecosystem as an example:
http://videos.howstuffworks.com/hsw/23670-animals-of-the-african-plains-predators-and-scavengers-video.htm
Here's a good, simple explanation of the niche:
http://www.purchon.com/ecology/niche.htm

  • 9/16: Unit Quiz One and Binder Check, finish "What Shapes an Ecosystem?", What Shapes an Ecosystem Homework (DUE Tues. 9/20):

1. Describe the difference between a biotic and an abiotic factor, and give an example of each.

2. In your own words, define the term “niche”, and describe a real-life example from an organism of your choice

3. Describe the differences between a generalist and a specialist, and give an example of each

4. What does the “competitive exclusion principle” state? Why is it important in an ecosystem?

5. Describe each of the three types of symbiosis, and give an example of each


  • 9/20: Observing Symbiosis Activity
  • 9/23: Watch "Planet Earth: Pole to Pole" with film questions
  • 9/27: Lecture and reading on "The Concept of the Niche in Detail", Concept of the Niche Homework (DUE Fri. 9/30):
1. Describe why direct competition between two species for the same niche will result in a winner and a loser
2. Define the term "guilds", and describe how guilds of species with similar niches avoid violating Gause's Law
3. What are ecological equivalents, and how do they relate to convergent evolution?
4. Describe how coevolution influences an organism's niche. Also, explain how this is a form of symbiosis
5. What role does extinction play in shaping the available niches in an ecosystem?

  • 9/30: Project Area Mapping Activity, Project Topic Homework I (DUE Tues. 10/4):
1. Write down what it is that you want to study for your project
2. Describe how you plan to study it
  • 10/4: Watch "Life in the Undergrowth: Intimate Relations" with film questions
  • 10/7: Lukas out (Farm Trip)- Shari subs
  • 10/11: Midterm Exam and Binder Check, discuss projects
  • 10/14: No School- Grading Day
  • 10/18: Lecture and reading on "How Populations Grow", Project Proposal Homework (DUE Fri. 10/21):

1. Describe exactly what you plan to study. What is it that you want to find out?
2. Describe specifically where your study area will be, and why you chose that particular place.
3. Write a detailed plan on how you will collect your data.
4. Describe specifically what data it is that you plan to collect.

5. What variables (things out of your control) may affect the accuracy or reliability of your data? How do you plan to overcome these challenges?

  • 10/21: Lecture and reading on "Case Study in Population Growth: Rabbits in Australia", Rabbits in Australia Assignment, begin lecture and reading on "Limiting Factors"
  • 10/25: Finish "Limits to Growth", Limits to Growth in-class questions (DUE Fri. 10/28 if not completed in class- the 4 questions are on the back of your "Limits to Growth" handouts), discuss projects
  • 10/28: Begin Data Collection
  • 11/1: Data Collection Day
  • 11/4: Data Collection Day
  • 11/8: Watch "Living Together" with movie questions, Data Collection Day
  • 11/11: No School- Veteran's Day
  • 11/15: Finish "Living Together", Data Collection
  • 11/18: Unit Quiz Two, Binder Check, and Data Check One, Predator/Prey Graphs Activity (DUE Tues. 11/22 if not completed in class)
  • 11/22: Receive "Final Project Guidelines", lecture and reading on "Fire Ecology", Fire Ecology Homework (DUE Tues. 11/29):
1. Describe ecological succession in your own words
2. What essential role does fire play in keeping fire-dependent ecosystems healthy?
3. How did gophers help the ecosystem recover after the Mount St. Helens eruption?
4. How do organisms colonize new island environments?
5. What's the difference between succession and colonization?
  • 11/25: No School- Thanksgiving Break
  • 11/29: Watch and discuss scenes from "Earth From Above"
  • 12/2: Data Collection, lecture and reading on "Biodiversity"
  • 12/6: Watch "Biodiversity" with film questions, lecture and reading on "Biodiversity" continued
  • 12/9: Final Projects DUE, finish "Biodiversity"
  • 12/13: Final Exam and Binder Check, Class Evaluations
  • 12/16: No School- Winter Break

Posted by at 5:36 PM 0 comments

Wednesday, August 17, 2011

Japanese Culture and History

  • 1/3: Introduction to course, receive syllabus, watch "Begin Japanology: Apartments and Condos" with film questions
  • 1/6: Review Final Exams, watch "Begin Japanology: Small Appliances"
  • 1/10: Lecture and reading on "Asian Americans"
  • 1/13: Finish "Asian Americans", begin lecture and reading on "Ethnicity and Ethnic Issues in Japan", Race and Ethnicity homework (DUE Tues. 1/17):
1. Describe how the experiences of Chinese, Japanese, and Korean Americans were similar to each other
2. In what ways were they different?
3. Describe what the Assimilation Perspective is, and state why it's incorrect
4. Describe how "de facto" segregation still exists, despite the fact that "de jure" segregation is illegal
  • 1/17: "Ethnicity and Ethnic Issues in Japan" continued
  • 1/20: Finish "Ethnicity and Ethnic Issues in Japan", lecture and reading on "Japan's Minorities Have Yet to Find Their Place in the Sun"
  • 1/24: Finish "Japan's Minorities..." article, begin lecture and reading on "Putting "East Asia" Into Perspective", Race and Ethnicity in Japan homework (DUE Fri. 1/27):
1. Describe how the experiences of the following minority groups in Japan parallel those of minority groups in America: Ainu/Ryukyuan, Zainichi Koreans
2. Who are the Burakumin? Why are they called the "invisible minority"?
3. Describe the difference between "zainichi" and "rainichi" foreigners
4. How is "Douka Seisaku" similar to the Assimilation Perspective?
5. Compare and contrast the experiences of ethnic minorities in Japan with those in the U.S. How are they similar? How are they different?
6. Compare and contrast the attitudes regarding race in Japan and the U.S. How are they similar? How are they different?

  • 1/27: Finish "Putting East Asia Into Perspective", begin lecture and reading on "Timeline of East Asia"
  • 1/31: Unit Quiz One and Binder Check, "Timeline of East Asia" continued
  • 2/3: "Timeline of East Asia" continued
  • 2/7: Finish "Timeline of East Asia", begin lecture and reading on "Ancient China"
  • 2/10: "Ancient China" continued
  • 2/14: "Ancient China" continued, Ancient East Asia homework (DUE Fri. 2/17 in class):
1. Describe how China's geography has influenced where most of its people can live
2. What factor made it possible for China to develop its civilization in the North China Plain, and how?
3. Describe 2 reasons why China never really became a maritime empire
4. What was the important role that nomadic tribes played in China's history?
5. Describe 2 reasons why the Shang kings were able to hold onto their power and legitimize their rule
6. Describe 2 ways that geography has influenced Japan's history
7. Describe 2 ways that Japan was influenced by China, and 2 ways that these influences were modified to fit into Japanese culture
8. Describe how Korea's geography influenced its history
  • 2/17: Finish "Ancient China", lecture and reading on "Introduction to Confucius", The Analects of Confucius Activity (DUE Tues. 2/21 in class)
  • 2/21: Lecture and reading on "The 3 Main Belief Systems of East Asia", Sayings of the 3 Belief Systems Activity (DUE Tues. 2/28 in class)
  • 2/24: No School- Rodeo Break
  • 2/28: No Class- AIMS
  • 3/2: Watch "Begin Japanology: Shinto Shrine" with film questions, lecture on religion in Japan
  • 3/6: Midterm Exam and Binder Check, lecture on religion in Japan continued
  • 3/9: No School
  • 3/13: No School
  • 3/16: Lecture on religion in Japan continued
  • 3/20:
Posted by at 3:22 PM 0 comments

Saturday, August 6, 2011

The Elements- Air

  • 8/17: GROUP A-Lecture and reading on "The Science of Fire", The Science of Fire Group Activity, lecture and reading on "Fire in the Sky"
  • 8/24: GROUP B-Lecture and reading on "The Science of Fire", The Science of Fire Group Activity
  • 8/31: GROUP C-Lecture and reading on "The Science of Fire", The Science of Fire Group Activity
  • 9/7: GROUP D-Lecture and reading on "The Science of Fire", The Science of Fire Group Activity
  • 9/14: GROUP A-Watch "NOVA: Fire Wars" with film questions, Informational Fire Poster Project
  • 9/21: GROUP B-Watch "NOVA: Fire Wars" with film questions, Informational Fire Poster Project
  • 9/28: GROUP C-Watch "NOVA: Fire Wars" with film questions, Informational Fire Poster Project
  • 10/5: GROUP D-Watch "NOVA: Fire Wars" with film questions, Informational Fire Poster Project
  • 10/12: GROUP A- Elements: Fire Exam
  • 10/19: GROUP A- Lecture and reading on "The Science of Earth: Soil", receive "The Scientific Method" handout, The Science of Soil Lab Activity I
  • 10/26: GROUP B- Lecture and reading on "The Science of Earth: Soil", receive "The Scientific Method" handout, The Science of Soil Lab Activity I (DUE Thurs. 10/27 if not completed in class)
  • 11/2: GROUP C- Lecture and reading on "The Science of Earth: Soil", receive "The Scientific Method" handout, The Science of Soil Lab Activity I
  • 11/9: GROUP D- Lecture and reading on "The Science of Earth: Soil", receive "The Scientific Method" handout, The Science of Soil Lab Activity I (DUE first thing tomorrow morning- Thursday-if not completed in class!)
  • 11/16: GROUP A- The Science of Soil Lab Activity II, The Science of Soil Group Activity
  • 11/23: NO SCHOOL- Thanksgiving Break
  • 11/30: GROUP B- The Science of Soil Lab Activity II, The Science of Soil Group Activity (DUE first thing tomorrow morning- Thursday-if not completed in class!)
  • 12/7: GROUP C- The Science of Soil Lab Activity II, The Science of Soil Group Activity(DUE first thing tomorrow morning- Thursday-if not completed in class!)
  • 12/14: GROUP D- The Science of Soil Lab Activity II, The Science of Soil Group Activity(DUE first thing tomorrow morning- Thursday-if not completed in class!)
  • 12/15: Elements: Earth Exam
  • 1/4: GROUP A- Lecture and reading on "The Science of Water", "The Water Supply and Sustainability" Group Activity (DUE first thing on Thurs. 1/5 if not completed in class)
  • 1/11: GROUP B- Lecture and reading on "The Science of Water", "The Water Supply and Sustainability" Group Activity (DUE first thing on Thurs. 1/12 if not completed in class)
  • 1/18: GROUP C- Lecture and reading on "The Science of Water", "The Water Supply and Sustainability" Group Activity (DUE first thing on Thurs. 1/19 if not completed in class)
  • 1/25: GROUP D- Lecture and reading on "The Science of Water", "The Water Supply and Sustainability" Group Activity (DUE first thing on Thurs. 1/26 if not completed in class)
  • 2/1: GROUP A- Listen to "New World Water" and discuss, Hydrotechnology Group Projects
  • 2/8: GROUP B- Listen to "New World Water" and discuss, Hydrotechnology Group Projects
  • 2/15: GROUP C- Listen to "New World Water" and discuss, Hydrotechnology Group Projects
  • 2/22: GROUP D- Listen to "New World Water" and discuss, Hydrotechnology Group Projects
  • 2/29: Water Elements Exam
  • 3/7: Special Event- Elements of the Border Wall
  • 3/14: GROUP A- Lecture and reading on "Gases in the Atmosphere", "Making an Informed Decision and Critically Analyzing Information: Global Warming and Climate Change" Movie Activity
  • 3/21:
Posted by at 10:49 AM 0 comments

Sunday, January 2, 2011

Gems and Minerals (SC-1b)

  • 1/2: Introduction to the course, pass out syllabus, overview of policies and procedures, review on Earth formation and layers, read "Inside the Earth" handout, Label the Earth Diagrams, begin lecture and reading on "The Dawning of Curiosity"

  • 1/5: Lecture and reading on "The Dawning of Curiosity", Intro to Geology homework (DUE Mon. 1/9 if not completed in class):
1. List and describe 2 prescientific beliefs about the nature of fossils
2. Describe the major discoveries and contributions to our understanding of Geology by each of the following people: William Smith, James Hutton, Charles Lyell, Alfred Wegener
3. What did Smith, Hutton, and Lyell's theories collectively say about the Earth?
4. What is "uniformitarianism"? What does it say about the Earth?
5. What's the difference between dating a rock or fossil by relative time or absolute time?

The following is part 1 of a multi-part series on geology from the History Channel, the formation of the Earth, and other epic videos and topics on geology. Part 1 talks about the birth of geology, these early geologists, and their discoveries: http://www.youtube.com/watch?v=V1kTIZeq1Ck

  • 1/9: Lecture and reading on "Geologic Time", Geologic Time homework (DUE Thurs. 1/12 in class):
1. Define the terms "hiatus" and "unconformity"
2. What causes a hiatus or unconformity to occur in rock layers (strata)?
3. Define the term "half-life". Also, if 20 grams of a radioactive substance decays over time, and 2 half-lives have passed, how many grams would be left?
4. What kinds of things is Carbon 14 dating good for? Why can't it be used to date the age of very old rocks?
5. How can we say with any certainty that the Earth is 4.6 billion years old?
  • 1/12: Lecture and reading on "The Timeline", Geologic Time Chart, Geologic Timeline Activity
  • 1/16: NO SCHOOL- Martin Luther King, Jr. Day
  • 1/19: Geologic Timeline Activity continued

Here are a couple of websites with interactive time lines and information as well as visuals on the geologic time scale: http://www.ucmp.berkeley.edu/help/timeform.html

http://www.fieldmuseum.org/evolvingplanet/post/ep_v8.swf http://science.nationalgeographic.com/science/prehistoric-world/prehistoric-time-line/ http://geology.com/time.htm

This one is my favorite:

http://paleobiology.si.edu/geotime/main/


  • 1/23: Watch "Amazing Earth" with film questions
  • 1/26: Finish "Amazing Earth", begin watching "Inside Planet Earth" with film questions
  • 1/30: Unit Quiz One and Binder Check, continue "Inside Planet Earth"
  • 2/2: "Inside Planet Earth" continued
  • 2/6: Finish "Inside Planet Earth", begin lecture and reading on "Geologic History of Arizona"

Here's an incredible animation showing the drift of the Earth's continents from 400 million years ago all the way up to another 250 million years from now-when another Pangea will form!

http://www.youtube.com/watch?v=hSdlQ8x7cuk

  • 2/9: Field Trip to the Tucson Gem and Mineral Show (please hand permission slips in by Wednesday, and don't forget to bring your admission fee, coupon, and a lunch or spending money!) plus Gem and Mineral Scavenger Hunt Activity
  • 2/13: Finish "Geologic History of Arizona", Geologic History of Arizona homework (DUE Thurs. 2/16 in class):

1. What is a craton?

2. What was responsible for causing the 30 million-year ice age in the Archaean Eon, and how?

3. According to the article, what is coal made of?

4. What do we think caused the mass extinction at the end of the Permian Period?

5. Define the term "orogeny", and describe how the Rocky Mountains formed

6. List the 3 geologic provinces of Arizona, and describe how the "Basin and Range" landscape formed

7. What do we think is responsible for causing the PETM?



Here's a cool video on the early Earth, its composition, and some nice images and explanations of tectonic processes, as well as some good geologic time stuff:

http://www.youtube.com/watch?v=QDqskltCixA&feature=related

Here's a couple videos showing continental drift animations, which are much clearer than the pictures you had in your handouts:

http://www.youtube.com/watch?v=1mQUkhMrRLY

http://www.youtube.com/watch?v=NYbTNFN3NBo&feature=related


  • 2/16: Lecture and reading on "Dynamic Earth", Dynamic Earth homework (DUE Mon. 2/20 in class):
1. What is basalt?
2. What are convection cells, and what do they do to the crust?
3. Describe the differences between convergent, divergent, and transform boundaries, with examples of each
4. Describe 2 ways that tectonic forces and rising magma can create and bring gems and minerals to the surface

  • 2/20: Lecture and reading on "Atoms and Elements", Receive blank periodic tables, periodic table classwork

Here's a nice video on atoms and the history of the Periodic Table, with physicist Brian Cox (cool guy). NOTE: This is part 1 in a series of 15. If you want to keep cruising, just click on each new part in the sequence: http://www.youtube.com/watch?v=bw5TE5o7JtE&NR=1

Here is a fantastic resource for learning more about the Periodic Table. This interactive periodic table lets you click on each chemical element and get information on all of its characteristics (melting/boiling point, mass, color, uses, etc).: http://www.chemicalelements.com/

This one is also fantastic, and has a wealth of information on each element, as well as pictures and videos (check out the video of Cesium reacting with water!):

http://www.chemicool.com/

This one's kinda cool, too. Not as informative but it has pictures of the elements:

http://periodictable.com/


  • 2/23: No School- Rodeo Break
  • 2/27: "Atoms and Elements" continued, Periodic Table classwork, Periodic Table HW I (DUE Thurs. 3/1 in class):

1. List and describe the three parts of an atom

2. What separates the atoms of different elements?

3. Niobium (Nb) has an atomic mass of 93. State the number of protons and neutrons in its nucleus

4. What are "valence electrons"? What do they do?

5. What does the periodic table tell you about the elements in a group?

  • 3/1: Lecture and reading on "Metals", Periodic Table classwork, Periodic Table HW II (DUE Mon. 3/5 in class):

1. List and describe four properties of most metals

2. Compare the reactivity of metals on the left and right sides of the periodic table

  • 3/5: Midterm Exam and Binder Check, Periodic Table classwork, begin lecture and reading on "Nonmetals and Metalloids"
  • 3/8: No Class- Special Event
  • 3/12: No School
  • 3/15: "Nonmetals and Metalloids" continued, Periodic Table classwork, Alien Periodic Table Activity, Periodic Table homework III (DUE Mon. 3/19):

1. If you pick an element on the periodic table at random, is it more likely to be a metal, non-metal, or metalloid? Explain.

2. Where would element 119 be placed in the periodic table? (Hint: start at the square of the last given element). Would you expect it to be a metal, non-metal, or a metalloid? What properties would you predict for this element? Explain your answer.

3. Pick any element from the periodic table, look it up on one of the above links (posted 2/20), and record its name, symbol, atomic number, atomic mass, melting and boiling point, color, and uses.

4. Compare nonmetals to metals, describing at least three differences in their properties

5. What happens to the valence electrons when metals and nonmetals react?

6. Define "diatomic molecules"

7. How do Noble Gases differ from other elements?

8. What is the most useful property of metalloids?

  • 3/19:

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Astrobiology (SC-3b)

  • 1/2: Introduction to the course, pass out syllabus, lecture and reading on "What is Astrobiology?", begin Signs of Life Activity
What is Astrobiology? Check out this MC break it down for ya:
Another cool video on Astrobiology from NASA (with epic space music!):
http://www.youtube.com/watch?v=1HCs2lT1Mmk

  • 1/5: Signs of Life Activity continued, lecture and reading on "How Many Worlds Might Harbor Life?"

  • 1/9: Finish "How Many Worlds Might Harbor Life?", lecture and reading on "Pseudoscience and Skeptical Thinking" plus Pseudoscience Article questions (DUE Thurs. 1/12 in class):
1. From each article, what is the theory or hypothesis used to explain the "Face on Mars"?
2. What evidence did each article use to prove or disprove the Face on Mars?
3. Compare how the two articles used data in contradicting reports about the Face on Mars
4. How would you check the statements in each article to verify their claims?
5. Which article would you classify as pseudoscience, and why? Explain.


Here's a video on the Drake Equation explained in simple terms:
Normally I have beef with Wikipedia, but this is a really comprehensive list of links concerning different examples of pseudoscience that'll keep you busy for a while! They're all clickable, for further reading.
http://en.wikipedia.org/wiki/List_of_topics_characterized_as_pseudoscience
  • 1/12: Watch "Secrets of the Sun" with film questions, begin lecture and reading on "What is A Star?"

If you missed it or would like to see it again, here's the full movie online:

http://video.google.com/videoplay?docid=-1245724174908696506#

Here's a couple more videos on the sun that are pretty sweet:

http://video.nationalgeographic.com/video/player/science/space-sci/solar-system/sun-101-sci.html

http://science.discovery.com/videos/space-school-the-sun.html

http://www.youtube.com/watch?v=qZe5D3MSjOI&feature=relmfu

A good one on solar storms and solar weather and their effect on Earth:

http://www.youtube.com/watch?v=NrIx6BKO6IE


  • 1/16: NO SCHOOL- Martin Luther King, Jr. Day
  • 1/19: "What is a Star?" continued

OK, this will blow your mind. Check out the size comparisons (to scale) of different types of stars: http://www.youtube.com/watch?v=pLWkkx8VzdM&feature=related

  • 1/23: H-R Diagram Class Activity plus H-R Diagram questions (in-class). If you didn't finish them in class, they're DUE Thurs. 1/26 in class. Here they are (but remember you'll need to see an H-R Diagram in order to answer them):

    • Looking at the H-R Diagram:

    1. Describe the general trend between temperature and brightness

    2. What is the color and brightness of the most abundant stars? What about the rarest?

    3. What are the characteristics of the stars that do not conform to the graph's trend (fall along the Main Sequence)?

    4. In term's of the graph's trend, is our Sun a typical or exceptional star, and why?

    5. In the stars that fall along the Main Sequence, what relationship do you notice between color and expected lifetime?

    6. How does the color of the star relate to its mass and temperature?

    7. Why might stars of one color be much more abundant than stars of another color?

    8. Which type(s) of star should we consider first when looking for stars that might have life-supporting worlds around them, and why?



    Here's a couple websites with images, info, and interactive examples of the H-R Diagram: http://bork.hampshire.edu/~sam/extraordinary/HR%20Diagram.jpg http://sunshine.chpc.utah.edu/labs/star_life/hr_diagram.html

    http://www.astro.uni-bonn.de/~javahrd/

    And here's an H-R Diagram video:

    http://www.spacetelescope.org/videos/heic1017b/

  • 1/26: Lecture and reading on "The Life Cycle of A Star", receive "Star Life Cycle Project Guidelines", begin Star Life Cycle Projects

Here's a sweet video on the life cycle of a star like our sun-12 billion years in 6 minutes (with a tight soundtrack by FC Kahuna):

http://www.youtube.com/watch?v=mZL7VBmeFxY&feature=related

More star life cycle videos, with good info on stellar characteristics (or at least sweet visuals and music): http://www.youtube.com/watch?v=YU6X3SPZAJo&feature=related

http://www.youtube.com/watch?v=l0aGANf5YI8&feature=related

And a good one from the Discovery Channel:

http://www.youtube.com/watch?v=4s7vyDLgk3M&feature=related


  • 1/30: Unit Quiz One and Binder Check, Star Life Cycle Projects continued
  • 2/2: Star Life Cycle Projects continued
  • 2/6: Star Life Cycle Projects continued
  • 2/9: Finish Star Life Cycle Projects
  • 2/13: Lecture and reading on "Galaxy Q and A", Galaxy Graphic Organizer

A couple videos on galaxies, including the Milky Way:

http://www.videojug.com/film/how-big-is-the-galaxy

http://www.youtube.com/watch?v=zCSSaDPxQls

http://www.youtube.com/watch?v=pOjZInwd5Ks

http://www.youtube.com/watch?v=XRnsy8YYcq0&feature=related

http://science.discovery.com/videos/space-school-milky-way.html


  • 2/16: Finish "Galaxy Q and A", Scale Model Solar System Walkthrough Activity, Galaxy homework (DUE Mon. 2/20 in class):

1. Define "galaxy", and describe the structures of a galaxy

2. Describe why the Star-Gas-Star cycle is important to Astrobiology

3. Define "Interstellar Medium", and describe why the ISM is so important to the formation of planets

4. Describe three conditions that are necessary in order to have a habitable planet in our galaxy

5. Which type of galaxy seems the most likely place to have life in it, and why?


  • 2/20: Lecture and reading on "Basics of Our Solar System", Solar System homework (DUE Mon. 2/27):

1. Explain how our solar system got its patterns of motion and became a disc

2. What is the "frost line"? How did it contribute to the formation of the two types of planets?

3. Describe the differences between asteroids and comets. Also, describe how they represent the "leftovers" from the planet formation process

4. List and describe four differences between terrestrial and jovian planets



Here's a couple videos on the solar system's formation:

http://www.metacafe.com/watch/1111454/formation_of_the_solar_system_great_animation/

http://www.youtube.com/watch?v=5l5mB-rFuGo


  • 2/23: No School- Rodeo Break
  • 2/27: Lecture and reading on "Terrestrial and Jovian Planets"
  • 3/1: "Terrestrial and Jovian Planets" continued, begin watching "The Universe: Mercury and Venus" with film questions, Terrestrial and Jovian Planets homework (DUE Mon. 3/5 in class):

1. List and describe the four geological processes. Which ones are present on the Earth?

2. Describe the role that size, distance from the sun, and rotation play in determining which geological processes will be active on a Terrestrial planet.

3. 3 billion years ago, Venus, Earth, and Mars may have had liquid water oceans. Describe what happened to Venus and Mars.

4. Compare and contrast the Jovian planets. How are they similar? How are they different? Use at least two examples for each.

5. Describe how the Jovian planets were able to reach such large sizes. Also, describe how this relates to the number of moons they have, as well as the presence of rings.


A couple videos on Mercury and Venus:

http://www.youtube.com/watch?v=8QiPblWnfAo

http://www.youtube.com/watch?v=H-doT9gNsI8


  • 3/5: Midterm Exam and Binder Check, finish "Mercury and Venus"
  • 3/8: No Class- Special Event
  • 3/12: No School
  • 3/15: Watch "Mars: The Red Planet" with film questions
  • 3/19:

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