Pages

215










09.14.18

https://learn.genetics.utah.edu/content/microbiome/intro/







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.


















Incubators: Introduction

Answer following questions:

1. When is a baby considered premature?
2.  How do incubators work?
3. What is the temperature that a NICU should be kept at?
4. Do some research. Do all countries have access to incubators? Do you think it's an issue?




.2.18

 11:50am-12:30pm: Log onto amplify science , go to Chapter 1, Lesson 6:

 complete SECTION 6: HOMEWORK/SELF-ASSESSMENT





https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-basics_en.html



4.23.18
https://apps.learning.amplify.com/phasechange/





April 20th, 2018

 Choose 2 articles from the link below and write a summary (4-6 sentences) for each article. Be prepared to share out.

 https://www.dogonews.com/category/science






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

How to write a Conclusion

See Google Classroom Announcement



215, post packet assignment:

You are creating an Element Tile

First: pick your element; when you picked your element, you must check it in with me. 

1. Using the Internet or other resources available in the library thoroughly research your element. 

2. Create a 9” x 9” inch Element Tile (you must measure it)  

 Be sure to include the following:

  Element Symbol - Middle 3” high 

 Element Name

  Atomic Number – upper left 





 Atomic Mass – upper right

  Is it a solid, liquid or gas? 

 Is it a metal, nonmetal or metalloid?

  Family Name or Rare Earth Element Series

  Who discovered it? 

 When was it discovered? 

 How is it used? 

 Physical / Chemical Properties 

 Facts (must have 3) 

 Pictures / drawings are always fun to include…




http://www.glencoe.com/sites/common_assets/science/virtual_labs/E16/E16.html



Pick 3 project topics for STEAM FAIR:


For each topic, identify the:
1. engineering design problem/testable question
2. materials: what are they and would you be able to acquire them on your own?
3. How long will this project take to complete?






Example:

Flying Saucer: In this project, we will be investigating .....





Monday, 2/12


Good morning 215. Tomorrow you will be completing your final model for addie and antibiotic resistance. Today, I am going to have you complete vocabulary for the steam fair. Complete word, pic, definition in back of notebook as usual. Will check tomorrow.

Vocabulary words:

Testable question
Materials 
Independent variable 
Dependent variable 
Control group 
Data 
Conclusion 
Trials
Theory 
Pie graph 
Line graph
Bar graph
Hypothesis 
Constraint 
Criteria 
Prototype
Redesign 




JEOPARDY! 

Mrs. Marquez booked tickets to travel to this country. Reyjkavik is the capital of this country, it is very cold!


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


Read the following article:


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?

7 continents: go



January 29th, 2018




Click here for the antibiotic simulation. In your notebook, title a page "Bacteria & Antibiotics Simulation" and use a craft bin and pencil to document your findings.

2 Assignments:

1. Think of a time where you watched or listened to someone do something and it inspired you to do or think something different. (Complete in composition notebook ready for morning meeting)

2. IN groups of 2-3 people, create a tableau that shows a scene or idea from the civil rights movement. props must be included. 

2. 









Connections:

When Addie got MRSA, explain (based on your O and I) why the antibiotics didn’t work

When Addie got treated with the ECMO machine, how did the infection she acquired become pan resistant to all antibiotics?

Click here little gerbils

Here is the list of vocabulary words: 

Word-picture-definition just like you always do for your vocabulary words.
Your definition must be in your own words and easy for you to understand.
Please see me if you are unsure how to put a definition in your own words but you must try first.


Bacteria
Strain
Viruses
Antibiotics
Resistance
evolution
natural selection
reproduction (of bacteria)
binary fission
genetic mutation
heredity
inheritance
petri dish
ampicillin
E. Coli
Agar

Read article.
Copy questions into notebook and answer questions.

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 2 or more activities and write down what activities were completed in your notebook with descriptions.







How many chromosomes do I get from my mom?
______________________________________________________________________








11.29.17

Create a mini-poster about a diseases or illness that is caused by a mutation in the affected person's genes. Must include chromosome #, gene, relevant alleles, symptoms, cures, etc. Use white paper. 

https://www.genome.gov/10001204/specific-genetic-disorders/


http://learn.genetics.utah.edu/content/disorders/singlegene/








Click below for virtual lab:

http://www.glencoe.com/sites/common_assets/science/virtual_labs/E09/E09.html

1. completing lab, answer these questions in your notebook using the pre-lab information on the left side of the lab screen:

  1. A trait is inherited by an _______ from its ____________.
  2. ______ control traits and come in ______, one from each parent.
  3. Traits/genotypes are represented by a gene pair of two different alleles.
  4. Genotype is the combination of two genes that determine a trait.
  5. Two types of alleles are _________ and ___________.
  6. DOominant alleles are written as a _______ letter.
  7. Recessive alleles are written as a __________ letter.

2. Complete lab using data tables.

Image result for how to do a punnett square












What planets are able to pass between the Earth and the Sun?

Read the article 

Link to article

answer questions inside notebook. Yep, you need to write down the question. 

  1. What does the word "infrastructure mean?
  2. Since the area needs low energy, what are two things they currently us?
  3. As you increase the number of tourists, what do small towns begin to need?
  4. What is a diesel generator?
  5. What are the components of our ecological footprint?
  6. Why did the council want to implement a portable option for solar power as opposed to a stationary one?
  7. Draw a diagram of the Rapid Roll Solar PV system?
  8. What are the benefits of this portable system?
  9. what are the drawbacks of this system?
  10. How much power output comes from these types of solar panels?
  11. Where else could I use rapid roll solar panels?
  12. How might the Rapid Roll Solar PV system be useful in the Arctic?

When you are done, the following vocabulary words need to be added to your notebook.

genotype
phenotype
dominant
recessive
sex-linked
karyotype
autosomal
homozygous
heterozygous
genetic pedigree









TUESDAY, 11.07.17

Click the document below to help complete your graphic organizer on the 8 types of Osteogenesis Imperfecta.

When completing the foldable, on the outside flap you write the "Type __", on the inner flap you draw a picture and on the center box you write the key points regarding that specific type of osteogenesis imperfecta. 

Click here for the document to help with your Graphic


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Jeopardy, 9.21.

Line that divides the earth into two halves. 


3.1.17 [wednesday]

Questions [Wooly Mammoth]


  1. Is the wooly mammoth more closely related to African or Asian elephants?
  2. When did their common ancestor live?
  3. What is the most reliable way to trace evolutionary relationships between animals?
  4. How did the scientists study the DNA of the wooly mammoth?
  5. What specific type of DNA did they focus on?
  6. How much DNA was shared between the Asian elephant and wooly mammoth?



Questions [Carbon 14-Dating]


  1. What is radiometric dating?
  2. Draw a structure reviewing the parts of an atom.
  3. What is an isotope?
  4. In an isotope, does the atomic number OR the atomic mass change? Which stays the same?
  5. What are the 3 isotopes of Carbon? (See picture below)
  6. What is radioactive decay?






215:
Vocabulary words;

valence electrons: the electrons that have the highest energy level and are involved in chemical bonding.
chemical bond: the force of attraction that holds atoms together as a result of the rearrangement of electrons between them.
ion: an atom or group of electrons that has an electric charge. when an atom loses a valence electron, it becomes a positive ion. When an atom gains a valence electron, it becomes a negative ion.
ionic bond: the attraction between two oppositely charged ions. 
covalent bond: bonds that form between nonmetal atoms, 
single bond: sharing one pair of electrons
double bond: sharing two pairs of electrons
triple bond: sharing three pairs of electrons
bohr diagram: a diagram that shows the arrangement of protons, neutrons, and electrons of an element. 
lewis dot diagram: a diagram that shows the arrangement of valence electrons around a central atom. 
protons: The positively charged part of an atom.
neutrons: the neutral charged part of an atom.
electrons: the negative charged part of an atom.












Use this link to fill in information about your foldable.






vocab words:
element
atom
molecule
group 
period
valence electrons
bond angle
bond legth
chemical bond
chemical structure
 symbol
proton
neutron

electron


215:

 1.25.17, due tomorrow.


Go to this website:

http://gtm-media.discoveryeducation.com/videos/dsc/externalApplications/sciencetools/tapestry/periodictable/index.html


1. Pick 10 elements from the periodic table between atomic numbers (18-112)

2. In your notebook, write the symbol, name, protons, neutrons, and electrons of each element. Remember atomic number= protons and electrons, atomic mass - atomic number = neutrons.

You will do this 10 times since you have 10 elements.

Example:

Carbon, C, 6P, 6N, 6E


3. After you are finished, pick 3 elements that are interesting to you and write down what the "common uses" are for these elements.

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.
215
Questions for 12.12.16
I am out of the building today. 215, you need to get together your chant for this afternoon’s MAP Rally. No, Nasir and Gavin, you may NOT sit at a level 0 and say I told you to. Image result for eyeroll emoji
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?
  1. 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.






  1. What percent of sunlight is absorbed by earth’s atmosphere?
  2. What percent of sunlight is absorbed by earth’s surface (mainly oceans)?
  3. How do questions 7 and 8 help us explain why the polar ice caps drastically melt?
  4. What are UV RAYS? Are they related to polar ice caps melting?
  5. What are INFRARED RAYS? Are they related to polar ice caps melting?
  6. 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.
  7.  Give three examples of greenhouse gases: how are they created?
  8. Why do greenhouse gases TRAP HEAT? HOW?
  9. 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
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


12.1.16
http://environment.nationalgeographic.com/environment/global-warming/gw-overview-interactive/

 In notebook:
  1. What is the greenhouse effect?
  2. What kinds of huan activities make greenhouse gases worse?
  3. What are the 3 main greenhouse gases?
  4. Draw the pi-chart showing the distribution of greenhouse gases?


11.29.16

Earth’s Energy Budget
Note: Determining exact values for energy flows in the Earth system is an area of ongoing climate research. Different estimates exist, and all estimates have some uncertainty. Estimates come from satellite observations, ground-based observations, and numerical weather models. The numbers in this article rely most heavily on direct satellite observations of reflected sunlight and thermal infrared energy radiated by the atmosphere and the surface.
Earth’s heat engine does more than simply move heat from one part of the surface to another; it also moves heat from the Earth’s surface and lower atmosphere back to space. This flow of incoming and outgoing energy is Earth’s energy budget. For Earth’s temperature to be stable over long periods of time, incoming energy and outgoing energy have to be equal. In other words, the energy budget at the top of the atmosphere must balance. This state of balance is called radiative equilibrium.
About 29 percent of the solar energy that arrives at the top of the atmosphere is reflected back to space by clouds, atmospheric particles, or bright ground surfaces like sea ice and snow. This energy plays no role in Earth’s climate system. About 23 percent of incoming solar energy is absorbed in the atmosphere by water vapor, dust, and ozone, and 48 percent passes through the atmosphere and is absorbed by the surface. Thus, about 71 percent of the total incoming solar energy is absorbed by the Earth system.
Diagram of solar radiation reflected and absorbed by the Earth and its atmosphere.
Of the 340 watts per square meter of solar energy that falls on the Earth, 29% is reflected back into space, primarily by clouds, but also by other bright surfaces and the atmosphere itself. About 23% of incoming energy is absorbed in the atmosphere by atmospheric gases, dust, and other particles. The remaining 48% is absorbed at the surface. (NASA illustration by Robert Simmon. Astronaut photograph ISS013-E-8948.)
When matter absorbs energy, the atoms and molecules that make up the material become excited; they move around more quickly. The increased movement raises the material’s temperature. If matter could only absorb energy, then the temperature of the Earth would be like the water level in a sink with no drain where the faucet runs continuously.
Temperature doesn’t infinitely rise, however, because atoms and molecules on Earth are not just absorbing sunlight, they are also radiating thermal infrared energy (heat). The amount of heat a surface radiates is proportional to the fourth power of its temperature. If temperature doubles, radiated energy increases by a factor of 16 (2 to the 4th power). If the temperature of the Earth rises, the planet rapidly emits an increasing amount of heat to space. This large increase in heat loss in response to a relatively smaller increase in temperature—referred to as radiative cooling—is the primary mechanism that prevents runaway heating on Earth.
Map of poutgoing heat radiation during September 2008.
Absorbed sunlight is balanced by heat radiated from Earth’s surface and atmosphere. This satellite map shows the distribution of thermal infrared radiation emitted by Earth in September 2008. Most heat escaped from areas just north and south of the equator, where the surface was warm, but there were few clouds. Along the equator, persistent clouds prevented heat from escaping. Likewise, the cold poles radiated little heat. (NASA map by Robert Simmon, based on CERES data.)
The atmosphere and the surface of the Earth together absorb 71 percent of incoming solar radiation, so together, they must radiate that much energy back to space for the planet’s average temperature to remain stable. However, the relative contribution of the atmosphere and the surface to each process (absorbing sunlight versus radiating heat) is asymmetric. The atmosphere absorbs 23 percent of incoming sunlight while the surface absorbs 48. The atmosphere radiates heat equivalent to 59 percent of incoming sunlight; the surface radiates only 12 percent. In other words, most solar heating happens at the surface, while most radiative cooling happens in the atmosphere. How does this reshuffling of energy between the surface and atmosphere happen?

Write a 3 paragraph summary of the article above on a separate sheet of paper.  (50 pts)

Create a pi-graph documenting the earth’s energy budget. (25 pts)





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 18th, 2016

Good morning. I'm out of the building this morning but I will see you in the afternoon. For class today, please complete the following:



 1. in your notebook, label a new page: "earth's structure" with date at top right corner. 

 2. Draw a diagram of the earth and the interior earth structure with labels in your notebook. be neat and use colors for different layers. see the diagrams  below for some examples you could draw.




3. copy this chart into your notebook and fill in the chart using the link above. Each box must have 3-5 facts from the website link above put into your own words. 
when finished work on cycle hw. 



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 27th, 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.






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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.

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.



215 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/

CYCLE 1 VOCABULARY:

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


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