217

Click here for Sims

You will be giving a 6-8 minute classroom presentation on your topic using he SIM
1. Must explain what scientific concepts are being addressed in your SIM.
2. Important Vocabulary
3. Three big takeaways/learnings for the class 

6.4.18 Assignment

Animal Research Project

To be completed inside your notebook:

Research Objectives: Below is a list of research objectives or items that you must locate while conducting their research. 

1. Pick your animal

Use this link to help find an interesting animal

https://a-z-animals.com/

☐Habitat: Describe the habitat of the animal: where does it live? List climates, countries, biomes. 

☐Predators: What threatens this animal? List at least 3)

 ☐Diet: What does your animal eat? (List 4-6 things) Is it an Herbivore/Carnivore/Omnivore) ☐Lifespan: How long does this animal live on average? 

☐Breeding: How many babies does the animal have? Does the animal take care of its offspring? How often does the animal have babies (procreate)? Does it lay eggs or give live birth? 

☐ Threats: Does anything threaten your animal? Is its habitat disappearing? Is it endangered? 

☐ Description: Describe the animal. What does this animal look like? Does it have camouflage?

 ☐ Location: Where do these animals live?

 ☐ Weight: How much does this animal weigh as an adult? 

☐ 5 Interesting Fact: Information about your animal that is unique and interesting to you

Sketch a picture of your animal.

50 points.

http://www.santeesd.net/cms/lib/CA01000468/Centricity/Domain/929/RollerCoasterResearch.pdf


https://www.learner.org/interactives/parkphysics/parkphysics.html

05.07.18

CLICK HERE TO LEARN ABOUT YOUR FORCES


-----------------------------------------------------------------------------


http://www.physicsclassroom.com/Physics-Interactives/Newtons-Laws/Free-Body-Diagrams/Free-Body-Diagram-Interactive




http://www.newtonsapple.org.uk/the-force-of-tension/






TOday's assignment for all classes:

Earth Day is 4/22. Pick one of the relevant topic belows and answer the following questions about it in your notebook after conducting online research.

• Air pollution
• Energy depletion
• Overflowing landfills
• Rain forest destruction
• Vanishing species
• Water pollution
• (Other problems as teacher/students see fit)

ANSWER QUESTIONS 1-4 IN YOUR NOTEBOOK!

1. Describe your topic in 4-6 sentences.

2. Explain why your topic is concerning to us. Why do we care about it?

3. Explain what changes you think need to happen around your topic.

4. Create a poster that is advocating for your topic. See the example below, Use white paper to create your poster. Use color. Assignment is 50 pts.

Marquez

How to create a Graph:

https://nces.ed.gov/nceskids/createagraph/

Follow instructions, pick graph type, when finished creating graph email to csrirama@cps.edu

How to write a Discussion

The discussion section is probably the most difficult and challenging to write because you have to think carefully about

• the specific results you obtained in your experiment,
• relate them to the testable question
• interpret them: explain them
• and generalize from them: make a general conclusion about your project based on your data. 

In this way you relate your own results to the store of scientific knowledge

Stage 1	Relate your results to the aims of the experiment.
Stage 2	Summarise your results (can combine with Stage 1).
Stage 3	Explain your results. Discuss the validity and accuracy of your results. Explain inconsistent or unexpected results.
Stage 4	Identify problems in experimental technique and suggest improvements (can combine with Stage 3).
Stage 5	State the significance or implications of your experimental findings and recommend areas of future research.

How to write a Conclusion

See Paper

the things that attach atoms to each other are called ____

complete the vocabulary words in word, picture, definition in the back of notebook. -mrs. marquez

Atoms

Molecules

Protons

Neutrons

Electrons

Static Electricity

Bonds

Hydrophillic

Hydrophobic
Attract
Repel 
Independent variable 
Dependent variable 
Testable question 
Hypothesis 
Trials 
Control group 

Wednesday, February 7th, 2018, SUB ASSIGNMENT: All work completed INSIDE NOTEBOOKS. 50 PTS.

Read the following article:

https://www.dogonews.com/2017/12/2/guess-what-sheep-can-recognize-human-faces

Copy the questions below and answer them inside your composition notebook.

1. Why is facial recognition a complex task?
2. List the aimals known to have facial recognition capabilities
3. Approximately how many neurons are needed for facial recognition?
4. What are the areas of the face called that are recognized?
5. What part of the brain is responsible for facial recognition?
6. Why did the University of Cambridge pick sheep for testing facial recognition?
7. How did they test whether the shesep correctly recognized the face or not?
8. What percentage of time were the sheep correct?
9. What disease does the sheep recognition of faces help scientist study?
10. Look up Huntington's Disease. What are some symptoms of the disease?
11. Is there a cure for Huntington's? What do people with the disease do so far to get "better?"
12. How can scientists use the information found in the study with the sheep and face recognition to cure Huntington's?

vocab: 

Inclined plane

Catapult

Trebuchet

Slingshot

Projectile motion

Initial velocity

Launch angle

Range

Trajectory

Introduction

Throwing and catching a ball is something you might easily do with a friend, without giving it much thought. You just "know" how to move your arms, hands, and fingers to throw and catch. Can you imagine building a machine to throw a ball instead? How would it know to throw the ball a certain distance? How could another machine catch the ball without dropping it? This project provides a fun engineering challenge: use common materials to build a "launcher" to throw the ball and a "receiver" to catch it. Figure 1 shows some example devices.

Figure 1. Different designs for launching (left) and receiving devices (right).

This challenge gives you the opportunity to explore some interesting topics in physics and engineering. Rather than explaining each of these topics in detail, this background section will give you a brief overview of each one, and then you can do more research using the links in the bibliography. If you are doing this project for a science fair, do not worry about learning about all of these topics. Choose one or two to learn about in more detail. The bibliography has websites to jump-start your learning.

First, this is a great opportunity to learn about simple machines, like the lever or the inclined plane. You can also investigate more complex machines, like catapults, trebuchets, or slingshots, that are used to launch projectiles. Think about how you could incorporate different aspects of these machines into your design.

You can also use this project to learn about projectile motion. How do the initial velocity (starting speed) and launch angle (angle at which an object leaves the launcher) of a projectile affect its range (distance it travels)? What trajectory (path through the air) will make it easier to catch the ball? A high, steep trajectory or a low, shallow trajectory?

You can also use this project to learn about energy. The ball needs kinetic energy, the energy of motion, in order to fly through the air. Where will that energy come from? It could come from elastic potential energy, the energy stored in a stretched material, like a rubber band. It could come from gravitational potential energy, the energy stored in an object that is raised up off the ground. Or, the energy could come from work that you do with your hand by exerting a force. How could your machine convert one form of energy to another?

Finally, you can use this project to demonstrate the engineering design process. You will probably not think of an idea for a machine, sit down and build it, and have it work perfectly on the first try. You might need to come up with multiple designs, test more than one of them, and modify the designs to improve them. This is OK—real engineers rarely get things right on the first try!

Materials and Equipment

If you are just doing this project for fun, or for a school science project other than the Fluor Engineering Challenge, you can use any materials you want. If you want to enter your design in the 2018 Fluor Engineering Challenge, you can only use the materials and tools listed in Table 1. Each item has a maximum allowable quantity and a point cost (each) that will be deducted from your score, as described in the procedure. Note that you can cut the materials, but costs are not pro-rated; e.g. if you cut a piece of paper in half and only use half of it, it still costs 10 points.

Construction Materials
Item	Maximum Quantity	Point cost (each)
Corrugated cardboard base (max size 12"x12" or 30x30 cm)	1	0
Large paper or plastic cups (16–18 oz, or about 450–500 mL)	4	50
Wooden ruler or paint stirrer (12"/30 cm)	2	100
Paper (printer/copier paper, not construction paper or cardstock; letter or A4 size)	10	10
Wooden pencils (circular or hexagonal cross-section, approx. 7–8" or 18–20 cm length)	10	10
Rubber bands (size 32, 3" long unstretched and 1/8" wide)	10	20
Large paper clips (approx. 2" or 50 mm length)	10	5
Roll of clear adhesive tape (Scotch® tape or equivalent, 1/2" or 3/4" width, max length 500")	1	100

Tools and Testing Materials (no point cost)
Item	Notes
Paper and pencil	For sketching design ideas
Scissors	For cutting construction materials
Metric tape measure	If you only have an inch tape measure, you will need to convert your measurements to centimeters
Sheet of aluminum foil	12"x12" or 30x30 cm sheet, tightly crumpled into a ball with a diameter of no more than 2" (5 cm)
Large, open area of floor space for testing	At least 10 feet or 3 meters

Table 1. Allowable materials for the 2018 Fluor Engineering Challenge.

https://www.sciencebuddies.org/science-fair-projects/project-ideas/ApMech_p052/build-ball-launcher#materials

Do NOW, IN NOTEBOOK: Describe what is happening in this picture. Be SPECIFIC around what the whale is doing, what it is eating, its location, etc. 

How many years are in a decade?

https://www.dogonews.com/2017/11/15/help-nasa-nickname-this-remote-space-object

1. What is the most recent discovery that scientists have made regarding planets?

2. What is 2014 MU69 and where does it lie?

3. What will 2014 MU69 help us reveal as scientists?

4. Some experts think that MU69 might be binary-what does this mean?

5. Look up MU69. Explain five characteristics of MU69.

6. Draw a picture of MU69.

7. On JUne 3rd, 2017, what was the big revelation about MU69 using the hubble telescope?

8. Research some images of MU69. How would you describe MU69 compared to other planets? 

When finished writing these questions and anwers in your notebook, you are to complete two options:

1. www.code.org/learn

2. https://www.zooniverse.org/

Complete 4 activities and write down what activities were completed in your notebook with descriptions.

In what country do the greatest number of tornadoes occur





what are the 3 parts to a simple circuit?


grade-sorry I missed ya! Here's the work while I'm gone that you know is going to be graded first thing tomorrow!

Vocabulary words
Make new vocab charts in the back of your notebook. Complete the word/picture/definition for the following words listed below. MUST LOOK UP DEFINITION BUT PUT IN OWN WORDS.

1. speed
2. velocity
3. acceleration
4. force
5. gravity
6. friction
7. newton's 1st law
8. newton's 2nd law
9. newton's 3rd law
10. mars rover
11. parachute
12. air resistance
13. air bags
14. re-entry

JEOPARDY:

PUT THESE FOUR PARTS OF THE EARTH IN ORDER FROM INSIDE TO OUT:

CRUST
MANTLE
INNER CORE
OUTER CORE










https://www.sciencenewsforstudents.org/blog/analyze/analyze-zika-and-microcephaly





GPA CALCULATOR



2.1.16

http://news.nationalgeographic.com/2017/01/human-pig-hybrid-embryo-chimera-organs-health-science/



1.25.17

217, Read this article: http://antoine.frostburg.edu/chem/senese/101/thermo/faq/thermal-insulators.shtml

Explain why styrofoam is a good insulator in 4-6 sentences.

Draw a diagram of an ice cooler and label the layers. Use arrows to label and explain why each layer is necessary to have in the coooler.

Marquez



Tuesday, December 13th, 2016

Read the article https://www.carbonbrief.org/climate-change-spells-bad-news-for-reindeer-say-experts

Create a 6 PANEL COMIC STRIP (like the lab safety one at the beginning of the year) SUMMARIZING the key points in the article. 50 pts, due 12.14.16.

Rubric:

Includes: 
6 BOXES: 6 POINTS EACH
includes Characters or Animals
includes the main idea of the article
includes global warming in a creative way
includes text blurbs to support the comic
no spelling errors
name + date

Marquez

December 12th, 2016 [In my absence]...

THIS ASSIGNMENT IS TO BE COMPLETED IN YOUR SCIENCE JOURNAL.

Questions for 12.12.16

On Tuesday, you will be constructing your final explanatory models for the puzzling phenomenon:

“Why have polar ice caps melted so drastically in the last few decades?”

In order to better prepare you, I have developed some questions you should answer that will help guide your model on Tuesday.

1. What are polar ice caps? What has happened in the last 40 years with regards to the polar ice sheets in the North Pole?
2. How many watts does the sun give off onto Earth?
3. Does all the sunlight shine evenly on Earth? Explain WHY or WHY NOT.
4. Why are areas on the equator of the earth the hottest? (Draw a DIAGRAM)
5. What is albedo?

6. Do you agree or disagree with the following statement:

“Sean says that because of the earth’s albedo, the earth is able to give off excess heat and thus stay at cool temperatures.”

“Meghan says that because of the earth’s albedo, the earth gains too much heat and thus heats the warm up to extremely hot temperatures. “

Who do you agree with? (CLAIM)	What is your EVIDENCE (include diagram)	Provide your REASONING.

7. What percent of sunlight is absorbed by earth’s atmosphere?
8. What percent of sunlight is absorbed by earth’s surface (mainly oceans)?
9. How do questions 7 and 8 help us explain why the polar ice caps drastically melt?
10. What are UV RAYS? Are they related to polar ice caps melting?
11. What are INFRARED RAYS? Are they related to polar ice caps melting?
12. You should be able to create a diagram of how in infrared particle gets heated up, enters the earth through the atmosphere, and gets “caught” by the greenhouse gases. I guess this isn’t a question. MOVE ONTO 13.
13.  Give three examples of greenhouse gases: how are they created?
14. Why do greenhouse gases TRAP HEAT? HOW?
15. Review your cycle vocabulary for your final model. When I have received this assignment COMPLETE for a 80% or higher, you will be able to use your notecards and notebook for 10 minutes.

Marquez

-----------------------------------------------------------------------------------------------------------------------

Cycle 3 Vocabulary

Cycle 3 Vocabulary
Thermal Energy: Thermal energy is the energy that comes from heat. This heat is generated by the movement of tiny particles within an object. The faster these particles move, the more heat is generated.
Convection: the movement caused within a fluid by the tendency of hotter and therefore less dense material to rise, and colder, denser material to sink under the influence of gravity, which consequently results in transfer of heat.
Conduction:the process by which heat or electricity is directly transmitted through a substance when there is a difference of temperature or of electrical potential between adjoining regions, without movement of the material.
Radiation:  the transmitting or movement of energy in the form of waves or particles through space or through a material medium. 
Power:supply (a device) with mechanical or electrical energy.
Watt: A unit of power in the International System of Units equal to one joule per second
Greenhouse Gas:a gas that contributes to the greenhouse effect by absorbing infrared radiation, e.g., carbon dioxide and chlorofluorocarbons.
Ozone layer: a layer in the earth's stratosphere at an altitude of about 6.2 miles (10 km) containing a high concentration of ozone, which absorbs most of the ultraviolet radiation reaching the earth from the sun.
Albedo: The reflection of sun's rays from earth back into the atmosphere
Solar Irradiation: The solar irradiance is the output of light energy from the entire disk of the Sun, measured at the Earth
Carbon Dioxide: Carbon dioxide is a colorless and odorless gas vital to life on Earth. This naturally occurring chemical compound is made up of a carbon atom covalently double bonded to two oxygen atoms






11.14.16; Read this article and answer the questions in your notebook below. No need to copy the question.

Mount Pinatubo and the Ring of Fire On July 16, 1990, a large earthquake struck Luzon, an island in the Philippines. The earthquake devastated cities for hundreds of miles around, and killed more than 1,600 people. Yet the destruction was not over. Two weeks later, residents of Luzon discovered steam coming out of a volcano called Mount Pinatubo. But when scientists inspected the volcano, they did not find any evidence the volcano would erupt. However, on March 15, 1991, villagers on the northwestern side of the island were startled by a series of earthquakes. The earthquakes continued until two weeks later, when Mt. Pinatubo began to rumble. On April 2, the mountain sent an explosion ofsteam, water, ash, and rock into the air.

Over the next several weeks, it continued to belch volcanic ash into the air. Scientists detected increased levels of carbon dioxide, a sign that hot liquid magma was nearing the surface. By June 7, a dome of lava 130 feet high and 660 feet across had formed on the surface of the volcano.   Five days later, the volcano erupted. Hot volcanic ash rose about 20 miles into the air. An ash cloud of almost 50,000 square miles blanketed the island in darkness. The summit of the volcano was blown off, replaced by a new hole 1.6 miles wide. 847 people in surrounding communities died, most of them when their roofs, buckling under the weight of wet ash, collapsed. Geologists would later rank the eruption of Mt. Pinatubo as the second‐largest volcanic eruption of the 20th century.

While scientists have never determined whether the earthquake in 1990 directly caused the volcanic eruption a year later, the two events are generally considered to be related. Although it’s difficult to predict when or where an earthquake or a volcanic eruption will strike, these events can occur in patterns.   Mt. Pinatubo is located on the Ring of Fire. The Ring of Fire is a horseshoe‐shaped zone characterized by earthquakes and more than 450 volcanoes. It is 25,000 miles long and runs roughly along the edges of the Pacific Ocean.

The Ring of Fire begins on the southern edge of South America, runs north along the western coast of the Americas, cuts across the southern edge of Alaska, and down the eastern edge of Eurasia before culminating in a series of deep trenches, several thousand miles off the coast of Australia. Seventy‐five percent of the world’s active volcanoes are located on this ring, and almost 90% of the world’s earthquakes happen there.   Mount Pinatubo and the Ring of Fire 2 © 2013 ReadWorks®, Inc. All rights reserved. The reason why so many earthquakes and volcanoes occur here has to do with plate tectonics. On the surface of the earth is a patchwork of enormous plates, atop which all geographic features—seas, oceans, fields, mountain ranges—sit. These plates are in constant motion, although they move very slowly—under six inches per year. These plates separate, collide, orslip past each other along their boundaries.

These movements are referred to as plate tectonics. Massive events, such as earthquakes and volcano eruptions, can occur along plate boundaries.   Most earthquakes occur in areas often close to plate boundaries. Areas that are in the middle of the plates generally do not suffer from these same forces. This is why there are earthquakes in San Francisco, which is close to where two plates slide past each other, and usually not in Chicago, a thousand miles from any plate boundary.   Similarly, volcanoes tend to form near plate boundaries where the movement of the earth’s plates creates vents, which are openings on the earth’s surface. Magma, liquid rock located below the earth’s surface, can rise toward the surface of the earth and erupt out of volcanoes.

The island of Luzon, where Mt. Pinatubo erupted, is near a location where a sea plate has been sliding under a continental plate. The location of mountain rangesis also closely linked to the activity of plates. The collision of two continental plates has formed Earth’s tallest mountain ranges on land, such as the Himalayas. These mountain chains are essentially crumpled up parts of continental plates, formed when two continental plates push against each other.   Deep ocean trenches, such as the Mariana Trench of the Pacific Ocean, can also form along plate boundaries. The Mariana Trench reaches almost seven miles down.    If you look on a detailed map, one that includes physical features, such as mountain ranges and trenches, you will begin to see patterns. You may even be able to guess where some of the giant continental plates are located.

Answer questions in notebook:

1. What happened in 1990 and 1991 on the island of Luzon?
2. What does this passage describe happened?
3. Most earthquakes occur in areas close to where tectonic plates meet. There are earthquakes in San. Francisco. What can you conclude from this information?
4. Why might the 1990 earthquake and 1991 volcanic eruption in Luzon be related.
5. What is the ring of fire?
6. Why do so many earthquakes and volcanic eruptions occur around the Ring of Fire?
7. The passage stated that "while scientists have never determined whether the earthquake in 1990 directly caused volcanic eruptions a year later, the two are generally considered to be related. 
What evidence from the passage supports this argument that earthquakes and volcanic eruptions were probably related?
8. Use google to identify 3 other volcanos on the path of the Ring of Fire and list them here. 







OCTOBER 13TH AND 14TH: you are working on your notecards. that's it. All notecards will be due for me on Monday.

Cycle Homework

Due: October 27^th, 2016

HR: 215, 217, 214

Vocabulary Words (15)

·         Converging plates: when two continental plates are moving towards each other.

·         continental crust: created by plate tectonics, this outermost layer of earth is made up of different types of granites; the thickest parts of the continental crust make up some of the world’s tallest mountain ranges.

·         theory of plate tectonics and continental drift: Plate tectonics is the theory that Earth's outer shell is divided into several plates that glide over the mantle, the rocky inner layer above the core. The plates act like a hard and rigid shell compared to Earth's mantle. This strong outer layer is called thelithosphere.

·         Pangea: in early geologic time, this was a “supercontinent” that consisted of almost all the landmasses present on earth. It was surrounded by ocean.

·         Convection: heat transfer that is caused by the motion of a fluid.

·         Kinetic energy: energy that describes the motion of objects.

·         thermal energy: energy that describes the stored heat or heat loss of objects.

·         convection currents: currents move a gas or a fluid from one place to another and are created when there are differences in density or temperature within that gas or fluid.

·         convergent boundary: Places where plates crash or crunch together are called convergent boundaries.

·         Subduction: when two lithospheric plates come together, one riding over the other.

·         Density: how compact a substance is; measured in grams/millilliter

·         subduction zone: the part of the earth’s crust where tectonic plates meet.

·         Trenches: deepest parts of the ocean floor

·         divergent boundary: a place where plates are moving away from one another; contribute to seafloor spreading.

·         hot spots: an area in the earth’s mantle where magma rises and melts through the earth’s crust causing a volcano to erupt. 

Good morning and good afternoon little ones,

Behave yourselves today and remember that if you act

I'm coming for you Friday.

-Mama Marquez

OCTOBER 6TH, 2016 (ASSIGNMENT IN MY ABSENCE) MUST BE COMPLETED INSIDE NOTEBOOK. INSIDE NOTEBOOK. INSIDE NOTEBOOK. THANKS.

Read the article by clicking the link below:

http://www.dogonews.com/2016/8/13/wearable-tech-gives-athletes-an-edge-at-the-2016-rio-olympics

INSTRUCTIONS:

1. COPY AND ANSWER the following questions into your notebook, due Friday, 50 pts.
2. MUST ANSWER ALL QUESTIONS IN COMPLETE SENTENCES. Failure to do so will result in redoing assignment for no more than 70% credit.'

1. How do the halo sports headphones stimulate muscles?

2. What evidence does the company have that the headphones work? 

3. What are four statistics that the eyewear keeps track of for the athlete?

4. What does the wristband called the "whoop" do? Why would this be helpful to an athlete?

5. What does the "zoom superbly elite" shoe enable athletes to do? How can this help an athlete?

6. What does the "Nike Vapor Track and Field kit" do? How does it do this?

7. Describe the high-tech tracksuit created by Puma. What is its purpose and what types of athletes would most benefit from it?

8. You are responsible for engineering a new "wearable technology" for the 2020 olympics. In your notebook, complete the following:

1. 1. Give your technology a catchy name
2. 2. using 2-3 sentences, describe the purpose of your technology and how it works
3. 3. What athletes would use your technology the most
4. 4. How much would you market your technology for?
5. 5. Sketch a prototype of your technology. Sketch must be neat. 

YOU DONE.

10.4.16-10.5.16

take half-sheet chart, use the following link below to complete and build a bridge.

In this activity you will be discovering how bridges are affected by earthquakes and what kinds of steps are taken in building bridges to prevent damage from earthquakes.

Document your  understanding of these 4 things in the chart provided. When finished, glue into your notebook.

1. DEFINE THE TERM by hovering over the safety feature and reading the paragraph and putting it into your own words.
2. Decide and explain whether or not you think the Tacoma Bridge had this safety feature or not.

http://www.eduweb.com/portfolio/bridgetoclassroom/engineeringfor.html



Marquez


9.27.16

https://prezi.com/lee75naibrnz/copy-of-what-is-load-tension-compression-torsion-bending-and-shear/

Use this prezi to help complete your chart (half-sheet).

In your chart under each box, write a definition, example, and picture for each term.

--------------------------------------------------------------------------------------------------------------------

CRITERIA: a principle or standard by which something may be judged or decided

SCALE MODEL: A scale model is a representation or copy of an object that is larger or smaller than the actual size of the object being represented.

METRIC SYSTEM:  measuring system based on the meter, liter, and gram as units of length

CENTIMETER: a metric unit of length, equal to one hundredth of a meter.

METER: the fundamental unit of length in the metric system, equal to 100 centimeters or approximately 39.37 inches.

CONSTRAINT: a limitation or restriction.

ARCH BRIDGE: a bridge with abutments at each end shaped as a curved arch

BEAM BRIDGE: Beam bridges are the simplest structural forms for bridge spans supported by an abutment or pier at each end.

SUSPENSION BRIDGE: A suspension bridge is a type of bridge in which the deck (the load-bearing portion) is hung below suspension cables on vertical suspenders.

COMPRESSION: the action of compressing or being compressed.

TENSION: the state of being stretched tight.

ABUTMENT: a structure built to support the side pressure of an arch or span, e.g., at the ends of a bridge.

DEAD LOAD: weight of a structure or vehicle, excluding the weight of passengers or goods.

LIVE LOAD: the weight of people or goods in a building or vehicle

217 Assignment 9.20.16


In your groups, you are either searching beam bridge, suspension bridge, arch bridge, or truss bridge. Use the resources below to complete your research and fill in the following information in an "exciting" way on your anchor chart.

Structure (DRAW, USING RULERS, PROBABLY IN PENCIL FIRST)
Pros of this type of bridge
Cons of this type of bridge
2 examples


https://docs.google.com/viewer?a=v&pid=sites&srcid=d3lja29mZnNjaG9vbHMub3JnfHN0ZW0tZ3JhZGUtOHxneDo0NmFiMmNmODFmMzg1ZDFj

https://sites.google.com/a/wyckoffschools.org/stem-grade-8/2-types-of-bridges

http://www.historyofbridges.com/facts-about-bridges/types-of-bridges/

http://www.garrettsbridges.com/design/bridge-types/