I want to take this opportunity to introduce myself and express my excitement about working with you all this 2014-2015 school year. I believe you can learn and develop an understanding of Earth Science by examining the issues we cover in class. The main goal of my course is to enjoy learning about Earth and Space Science. Over the course of this school year, we will study Next Generation Science Standard Big Ideas: Earth History, Earth in the Universe, and Earth Systems, Structures and Processes.
Below you will find the necessary supplies needed for 9th grade Earth Science. If there is any difficulty obtaining these supplies; students may see me outside of class time to obtain used supplies in good condition.
Composition Notebook (9.75 x 7.5)
Loose leaf paper
Pencil or pen (blue or black ink please)
Color pencils (optional)
Glue Stick(s) (optional)
Thursday, August 14, 2014
Tuesday, June 10, 2014
Monday, June 9, 2014
Friday, June 6, 2014
Essay Map - Provides Step-by-Step Help for Constructing Essays
Essay Map is a handy tool from the folks at Read Write Think. Essay Map provides students with step by step guidance in the construction of an informational essay. Some of my students seem to struggle most with constructing an introduction and conclusion to their essays. Essay Map is particularly good for helping students visualize the steps needed to construct good introductory and conclusion paragraphs.
After students complete all of the steps in their Essay Map, they can print their essay outline.
After students complete all of the steps in their Essay Map, they can print their essay outline.
Wednesday, June 4, 2014
Wednesday, May 21, 2014
Thursday, May 15, 2014
Test review
Outer Planets
Inner Planets
Terrestrial Planet
Nebular Theory
Planetesimal
Solar System
Jovian Planet
Mercury
Venus
Asteroids
Cause of Day & Night
Reason for Seasons
Formation of the Solar System
Titan
Phobos
IO
Voyager 1
Galileo
Kepler
Newton
Ptolemy
Copernicus
Satellite
Moon
Earth
Mars
Jupiter
Saturn
Rings
Epicycle (ptolemy)
Tycho Brahe
Kepler’s First Law
Kepler’s Second Law
Kepler’s Third Law
Elipse
Monday, May 5, 2014
Tuesday, April 29, 2014
Voyager Gold Record
https://www.youtube.com/watch?v=9MO5XcNH8Eg&list=PL4D51474AB7BE5595
<iframe width="560" height="315" src="//www.youtube.com/embed/9MO5XcNH8Eg?list=PL4D51474AB7BE5595" frameborder="0" allowfullscreen></iframe>
<iframe width="560" height="315" src="//www.youtube.com/embed/9MO5XcNH8Eg?list=PL4D51474AB7BE5595" frameborder="0" allowfullscreen></iframe>
Monday, April 14, 2014
Thursday, April 10, 2014
What equipment is necessary to setup a colony on Mars?
The colonization of Mars has inspired both scientists and science fiction writers for over a century. Even before the Mariner 4 did a flyby of Mars in July 1965 ideas about whether or not the planet could support life had been brewing in the minds of the great thinkers of the era.
Fast forward to modern times, we now know that Mars is a pretty much desolate planet with low atmospheric pressure, no magnetosphere (exposing it to radiation from solar winds) and no liquid water. These facts of course don't stop scientists from making theories on how humans can one day live on the red planet.
Let's tackle your question one problem at a time. Citing the necessary (albeit theoretical) equipment to compensate for the lack of each of these factors:
Water / Oxygen:
It is widely believed that several billion years ago Mars once had plenty of liquid water. Evidence of heavy flooding on the Martian surface has been cited as proof of this concept but where all that water had gone still baffles scientists. Whether it had been absorbed into the ground where it lies frozen or had it dissipated into space when Mars lost its atmosphere. There is still of course wild debate if water is still present on Mars. Recent images from the Mars Orbital Camera has revealed what some scientists speculate as evidence of water seeping out of valley walls and craters from 10 million years to as recent as 10 years ago (the debate still rages on this one as well with some saying that CO2 not water created those gullies).[1][2][3]
These facts notwithstanding, a study of two scientists, Don Sadoway and Ken Debalak how breathable oxygen and drinkable water can be extracted from Mars' abundant supply of iron ore, clay and minerals. Sadoway has in fact designed an electrochemical cell the size of a fridge which is powered by a small nuclear reactor which uses a 450 amp electric current that is passed through Martian iron ore electrolysing them to produce oxygen (which still needs to be mixed with nitrogen to make it breathable) and using Mars' carbon dioxide atmosphere to heated and compressed into until it becomes supercritical which can then be used to extract water from hydrated minerals.[4]
For a planned colony in Mars, expanding and further development of Sadoway's design may one day be used to help humans colonize the planet.
Atmosphere:
Mars has a very thin atmosphere and a normal temperature of 55 degrees below zero (the same as Earth's South Pole temperatures during winter). Even if you create liquid water and oxygen on Mars, without an atmosphere oxygen will just dissipate and water can only exist as solid ice or as water vapor. It has been proposed that the creation of greenhouse gases can be used to warm up the planet enough to coax the carbon dioxide trapped in Martian ice and frost to be released.[5]
An MIT undergraduate, Margarita Marinova has proposed the use of artificially created perfluorocarbons (PFCs) to initiate the warming of the planet. Collaborative research by Marinova and Chris Mckay of the NASA Astrobiology institute has found PFCs to be the best warming agent for use in terraforming Mars. The reasons for this is that PFCs are super-greenhouse gases. A small amount of PFCs causes a large amount of warming. PFCs last a very long time which would be favorable for long term terraforming and it is not harmful to living organisms and does not destroy ozone like CFCs do. [5]
Once enough warming has been achieved, the heat would trigger a natural release of the trapped CO2 in Martian ice further speeding up the creation of an atmosphere.
Food:
Food is the second most important hurdle for a mission to Mars (after funding of course). A manned mission to Mars would require enormous amounts of food which is just impractical to haul along with the mission (USA Today states that the rough costs per pound of launching something into space at $20,000). The proposal is to create greenhouses in which to plant food and help to recycle air as Martian soil is surprisingly similar to garden soil. The problem is that plants recognize low atmospheric pressures as being in a drought and thus cause them to waste precious resources while they try to cope with a non existent drought problem.[6]
Of course once atmospheric pressure has been stabilized on the planet, use of greenhouses for the planting of food is one of the best solutions.
Radiation:
As for the fact that there is no magnetosphere on Mars which then exposes future colonists to enormous amounts of radiation. It has been proposed that the first bases on Mars be constructed underground (as opposed to bringing along radiation shielding) so as to prevent radiation poisoning.
Robotic Development:
Robots and unmanned vehicles have been exploring our known space ever since the space race began in 1957. With further developments of computing and robotic technology it is almost certain that unmanned robots shall be sent to Mars to prepare for colonization years or even decades before the first human even arrives there.
Tuesday, April 8, 2014
Friday, April 4, 2014
ABC Mars Fact Sheet
Earth Mars ABC’s
Equatorial diameter
Earth 12,756 km (7,926 miles) Mars 6,786 km (4,217 miles)
Length of Year
Earth 365 ¼ days (24 hr length of day) Mars 687 Earth Days (24 hr, 37 minutes length of day)
Distance from Sun (in millions)
Earth 147.1-152.1 km (91.4-94.5 mi) Mars 206.6-249.2 km (128.4-154.8 mi)
Axis Tilt
Earth 23.5 degrees Mars 25.2 degrees
Crust
Earth Silicates Mars Silicates
Core
Earth Iron and Nickel Iron sulfides
Gravity
Earth 100% 38% of Earth’s Gravity
Soil
Earth Silicon (Si) and Oxygen (O2) bound up with metallic elements such as iron and magnesium plus
organic particles.
Silicon (Si) and Oxygen
(O2) bound up with
metallic elements such as
iron and magnesium.
What difference do the
organic particles make?
ABC Fact Earth ABC’s Mars ABC’s ABC’s Learning Tips
Atmosphere
Earth 78% nitrogen, 21% oxygen
1% Argon, 0.03% carbon
dioxide
95% carbon dioxide,
3% nitrogen, 1.5% Argon,
and trace amounts of water
vapor
Could you breathe on Mars? See long distances?
Moons
Earth Moons 1 Moon Mars 2 Moons—Phobos and Deimos
Surface Pressure
Earth 1,013 millibars Mars 6 millibars
Where would you have to go on Earth to find such a slight atmospheric pressure?
Water Ice Clouds
Earth 2 to 11 km high (1 to 7 miles) Mars 10 to 25 km high (6 to 15 miles)
Would you expect them to produce rain?
Southern Polar Cap
Earth Frozen water Mars Frozen carbon dioxide (dry ice)over a significant water ice cap
What would you do with dry ice on Mars?
Northern Polar Cap
Earth Frozen water Mars Frozen water
What would you do with the frozen water on Mars?
Temperature Range
Earth -127 degrees F (winter, polar) to 136 degrees F (summer, tropical or desert) (-88 to 58 C)
Mars -194 degrees F to 72 degrees F (-125 to 25 C) average -81 degrees F
What protection would you need from the extreme temperature?
1. At 50 mph, how long would it take to drive around the equator?
2. When would you celebrate your birthday on Mars?
3. Would you mark the months by Earth time? The seasons?
4. How big would the Sun look in the sky? The Earth?
5. Would there be shadows at noon?
6. What are silicates?
7. How much would you weigh on Mars?
Tuesday, April 1, 2014
Sub Plans 4/1/14
Planet Mars
Answer Practice and Review Questions on a separate piece of paper.
What is it like on the surface?
Challenges of getting to Mars
QUIZ
Tuesday, March 25, 2014
Debate Format
1. You start by having half of the affirmative speakers get up in turn and present one single argument (no more than 30 seconds each). Everyone is instructed to write down and number each point, so if there are ten affirmative speakers in the first point, they should have numbered arguments one through ten in the first column of their notes.
2. Before the affirmatives start, let the first negatives know that they will be responsible for refuting one of the affirmative arguments (have the speakers numbered in a sequence so that if a person is negative #2, then they know they refute the 2nd affirmative argument. Once the first group of affirmative speakers have finished, have the first group of negative speakers answer each of the affirmative points.
3. Following this, the second group of affirmative speakers are up. Their goal is to defend one of the original affirmative arguments by attacking the negative response to that argument.
Again, each person has a number, so affirmative #3 would be expected to defend the 3rd affirmative argument by attacking what the negative says against that argument.
4. Finally, the second group of negative completes the process in the same manner. If you like, you can add judges who present a decision.
5. The goal is to have an informal free-flowing exchange and to keep things moving so that everyone speaks. Even if the arguments arent very good, we will get the idea of structure and given the numbers you should hear at least a couple of good arguments and good answers.
Friday, March 7, 2014
Friday, February 21, 2014
Atmosphere Make Up
Atmosphere Make up test
Log in using your username and password from the weathering and erosion test
Honors:Take the Air Masses and Wind Test
Earth Science: Take the Energy Test
If you forgot your login, you can re-set your password with an e-mail.
Log in using your username and password from the weathering and erosion test
Honors:Take the Air Masses and Wind Test
Earth Science: Take the Energy Test
If you forgot your login, you can re-set your password with an e-mail.
Wednesday, February 19, 2014
To Frack, Or not to Frack? What is Hydraulic Fracturing and Why is it so Controversial?
Fracking Debate
Classroom Videos
South Portland becomes ground zero for Maine tar sands debate
Pros and Cons
New York Times Natural Gas News
Economy: This group should identify the economic opportunities, including job creation, and challenges that arise with hydrofracking, including housing concerns. Students should also consider broad impacts on local businesses and town services.
Land: This group should explain the amount of land required for natural gas development, including pipelines. They should be able to illustrate how gas extraction might change the use of land and roads in the community. They should also explore whether or not local governments can regulate hydrofracking, in their towns.
Water: This group should describe the amount of water required for hydraulic fracturing, where the water comes from, and how the volume compares to other uses. This group should also be able to explain protections against drinking water contamination, and examples of possible contamination in Wyoming and Pennsylvania.
Waste: This group should explain the types of waste produced by hydrofracking, including radioactive material, what processes produce the waste, what happens to it, and how it can be recycled. Additionally, students should explain the requirements for disclosing the chemicals used in fracking.
Air: This group should address how natural gas development influences air quality (PDF), including greenhouse gas emissions and health problems.(Video) Students should also explain federal emissions regulations.
When students have finished their presentations, the class will annotate the map with effects of natural gas development. There will be a wrap-up discussion that turns back to the original questions: What is hydraulic fracturing and why is it so controversial?
Classroom Videos
South Portland becomes ground zero for Maine tar sands debate
Pros and Cons
New York Times Natural Gas News
Economy: This group should identify the economic opportunities, including job creation, and challenges that arise with hydrofracking, including housing concerns. Students should also consider broad impacts on local businesses and town services.
Land: This group should explain the amount of land required for natural gas development, including pipelines. They should be able to illustrate how gas extraction might change the use of land and roads in the community. They should also explore whether or not local governments can regulate hydrofracking, in their towns.
Water: This group should describe the amount of water required for hydraulic fracturing, where the water comes from, and how the volume compares to other uses. This group should also be able to explain protections against drinking water contamination, and examples of possible contamination in Wyoming and Pennsylvania.
Waste: This group should explain the types of waste produced by hydrofracking, including radioactive material, what processes produce the waste, what happens to it, and how it can be recycled. Additionally, students should explain the requirements for disclosing the chemicals used in fracking.
Air: This group should address how natural gas development influences air quality (PDF), including greenhouse gas emissions and health problems.(Video) Students should also explain federal emissions regulations.
When students have finished their presentations, the class will annotate the map with effects of natural gas development. There will be a wrap-up discussion that turns back to the original questions: What is hydraulic fracturing and why is it so controversial?
Wednesday, February 12, 2014
Petroleum Unit
Objectives:
1. Explain how atoms combine to form compounds through covalent bonding.
2. Predict chemical formulas based on the number of valence electrons.
3. Draw chemical structures for simple molecules and ionic compounds.
4. Predict the chemical formulas for simple molecular compounds
5. Describe the law of conservation of energy.
6. Explain the difference between an endothermic process and an exothermic process.
Petroleum Unit Assignment Sheet 200=A 180=B 160=C
#
|
Assignment
|
Points
|
Possible
|
1
|
Viscosity Lab*
|
20
| |
2
|
5
| ||
3
|
Boiling Point Trends of Alkanes Worksheet & Graph *
|
10
| |
4
|
5
| ||
5
|
Distillation Lab Set Up Diagram
|
5
| |
6
|
Fractional Distilation Poster
|
10
| |
7
|
Molecular Modeling Activities 1 & 2
|
20
| |
8
|
Quiz 1
|
5
| |
9
|
C.2 & C.3 Energy from Fossil Fuels*
|
10
| |
10
|
Home Energy Audit
|
5
| |
11
|
Measuring Calories from alcohol burner
|
10
| |
12
|
Naming Alkanes Worksheet 1 & 2*
|
20
| |
13
|
Energy Conversions Worksheet
|
5
| |
14
|
10
| ||
15
|
5
| ||
16
|
Combustion Reactions Worksheet
|
10
| |
17
|
Burning Candle Lab*
|
20
| |
18
|
Who Has The Oil?
|
5
| |
19
|
5
| ||
20
|
Functional Groups Table
|
5
| |
21
|
Functional Groups Worksheet
|
10
| |
22
|
Fracking Group Presentation*
|
20
| |
23
|
10
| ||
20
|
P.O.D. 5 5 5 5 5 5
|
30
|
Monday, February 10, 2014
Water Unit
Water Unit
Part I
Day 1 Chapter 5.1 Water is a polar molecule.
Feb 24-25
____ 1. Questions 1-4 (2 pts)
____ 2. Make a water molecule Activity (2 pts)
____ 3. Water and Alcohol Activity (4 pts)
____ 4. Taking it further (2 pts)
Bonus* CrashCourse video worksheet (2 pts)
Day 2 Chapter 5.2 Surface tension
Feb 26-27
____ 1. Paper clip demo (2 pts)
____ 2. Test tube and penny activity (4 pts)
____ 3. Surface tension of water versus alcohol (4 pts)
____ 4. Surface tension of water with detergent (4 pts)
Day 3 Chapter 5.3 Why does water disolve salt?
Feb 28- March 3
____ 1. Cut and paste activity (2 pts)
____ 2. Which is the better solvent? (4 pts)
____ 3. Explain it with atoms and molecules #5 (2 pts)
____ 4. Do all ionic substances disolve? (2 pts)
Day 4 Chapter 5.4 Why does water disolve sugar?
March 4-5
____ 1. M&M Lab (4 pts)
____ 2. Explain it with molecules #3, #4 and #5 (2 pts)
____ 3. Which is the better solvent for sugar? (4 pts)
____ 4. Polarity of a solvent chart (2 pts)
____ 5. Citric acid question (2 pts)
Day 5 Flex Day / Interviews
March 6-7 Grades put in gradebook for part 1 of water unit (50 + Number of points)
Water - Liquid Awesome
Water and Solutions CrashCourse
Worksheet - Fill in the missing Letters.
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