10/10 and 10/11
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The document discusses evidence used to support extinctions in the geologic timescale, including dividing geologic history into different periods based on important extinction events rather than years and describing the two greatest extinctions in Earth's history. It also addresses how scientists use rock and fossil evidence to learn about past extinctions and lists several causes of extinction as well as ways humans can cause or prevent species extinction.
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Men In Science Webquest
The document provides instructions for a school newspaper assignment where students must research and write a short article about a famous male scientist. Students will be randomly assigned a scientist and must write a biography covering his date of birth, education, major scientific discoveries, and their significance. The article should have images and be in a newspaper format to be included in a special edition of the school newspaper honoring male scientists.
Evolution Debate
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Men In Science Webquest 2
The document discusses an assignment for students to research and write a newspaper article about a famous male scientist. It provides examples of famous male scientists like Alexander Graham Bell, Charles Darwin, and Albert Einstein. Students are instructed to choose a partner, select a male scientist to research, gather information about his background and discoveries, and write a newspaper article on him in a page or less.
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Men In Science Webquest
The document provides instructions for a school newspaper assignment where students must research and write a short article about a famous male scientist. Students will be randomly assigned a scientist and must write a biography covering his date of birth, education, major scientific discoveries, and their significance. The article should have images and be in a newspaper format to be included in a special edition of the school newspaper honoring male scientists.
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The document provides discussion questions and topics about Jack London's short story "To Build a Fire". It asks the reader to think about what items they would want if alone in -50 degree Celsius temperatures in the Yukon Territory. Students are assigned to research topics like the author, the Yukon setting, frostbite, hypothermia, wilderness survival, and snow travel to present their findings to the class.
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The document summarizes Jack London's short story "To Build a Fire" in three sentences or less:
The story describes a man traveling alone through the Yukon Territory when the temperature is fifty degrees below zero, and despite warnings from an old-timer and his own common sense, he fails to properly respect the freezing conditions and dies from hypothermia. The document provides discussion questions about the story, assigns research topics related to wilderness survival in the Yukon, and lists credits for the story text and accompanying images.
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- Brief check-ins after each exercise to share work
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The document describes the rules and structure of different rounds of a quiz competition. It includes the following key details:
- There are different types of rounds including general, picture perfect, fast and furious, and back to back rounds.
- Questions are worth 10 points each and clues in picture perfect rounds reduce the points to 5.
- Negative points may be included in fast and furious and back to back rounds.
- The questions cover topics around science, technology, languages and phobias.
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This document provides instruction on determining atomic structure using the periodic table. It explains that the atomic number indicates the number of protons in the nucleus and is used to identify each element. The atomic mass can be used to calculate the number of neutrons by taking the rounded atomic mass and subtracting the atomic number. Electrons occupy energy levels around the nucleus and atoms aim to have an equal number of protons and electrons to achieve a net neutral charge.
10/27 and 10/31
Here are the answers:
1. Aluminum
2. Helium
3. Palladium
4. Gold
5. Oxygen
6. Calcium has 20 protons
7. Silver has 47 protons
8. Neon has 10 protons
9. Potassium has 19 protons
10. Iron has 26 protons
11. Nitrogen has 7 protons in its nucleus.
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The charge of the ion is indicated
by the superscript number after the element
symbol. A positive number means the atom
lost electrons and is positively charged. A
negative number means the atom gained
electrons and is negatively charged.
Model: Na+ Ion
Sodium ion (Na) that lost 1 electron
Charge: +1
Protons: 11
Electrons: 10
Neutrons: 12
Mass: 22.9898
Model this ion in your notebook!
Model: Cl- Ion
Chlorine ion (Cl) that gained 1 electron
Charge: -1
Protons: 17
Electrons: 18
Neutrons: 18
2/6/12
Here are the answers:
1. Increase - The more exposure you have to a dangerous chemical, the higher your chances are of getting sick from it.
2. A low dose - A high dose would mean more of the chemical entering your body, increasing risks. A low dose means less of the chemical and lower health risks.
3. Not everyone has the same susceptibility. Factors like genetics, health, age etc can impact how susceptible different individuals are to falling ill after the same exposure.
4. Higher - Eagles are at the top of the food chain. Chemicals bioaccumulate and concentrate in organisms higher on the food chain due to multiple exposures through their diet.
5. Bleach - Bleach
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Lesson five
This document discusses genres in media such as television, movies, and games. It begins by defining genre as a category or formula used to group similar creative works. Examples of popular genres in different media are then listed, such as crime dramas and superhero films among the top television shows and movies of 2015. Factors that influence the popularity of certain genres like audience identification and changing tastes over time are also briefly examined.
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A talk for Toastmasters at Cranfield Speakers club on 30th November 2016. It is for the Advanced Manual "Speaking to Inform" Project 4 The Fact-Finding Report. I look at how tools and techniques to create potential speech topics and then select down to the most promising with a little help against procrastination.
Reader's Advisory: Science Fiction
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How To Identify News
The document discusses what constitutes news and how to identify news stories. It notes that news is about people, death, issues and controversy. While meetings and speeches can potentially be news, the key things to report on are the reasons for meetings, issues discussed, and what was said in prominent speeches. The document advises writing headlines that convey the essence of what someone said rather than just stating an event took place. It identifies focusing on quotes and issues as what to write about for news stories.
Focus Group
This is my focus group in which I made so I could ask my target audience what they would prefer to see in a music magazine
What kind of superhero are you?
A talk I gave for XI and XII grade students at Dehli Private School-Dubai. That was fun! I am expecting a handful of superhero scientists, entrepreneurs and artists coming out of DPS.
2. european identity
This document discusses European identity and stereotypes. It defines identity as how a country sees itself through traditions and associations. Stereotypes are overgeneralized assumptions about a group. The document examines stereotypes of several European countries through images of landmarks, foods, and customs. Students complete activities to identify stereotypes of different European nations and quiz each other on images associated with specific countries.
Physicist facebook[1][1]
The document provides instructions for a student to create a Facebook profile for a physicist they have researched by filling in basic biographical information, describing important contributions and influences, and posting example wall posts discussing their work with other scientists. Key details include adding a photo, listing education and activities, and discussing major scientific achievements and historical context.
Getting Down with Your Data
The document provides instructions for an activity where participants analyze data in small groups. Participants are directed to look at provided data, discuss questions that arise from the data in their initial small group, then travel to a new table to analyze the data with a new group. At the end, there is an open question forum and reflection on the activity.
Unsolved mysteries daily lesson by dean berry (1)
This document is a lesson plan for teaching students about unsolved mysteries through discussion and writing. It includes a presentation on various unsolved mysteries like UFO sightings, Bigfoot, the Loch Ness Monster, and mental telepathy. Students discuss these topics in class and consider evidence for and against various theories. They then write a 2-page essay arguing their position on one of the mysteries and citing supporting facts and examples. The lesson emphasizes developing critical thinking skills and evaluating claims based on credible evidence and scientific research.
NaNoPlano 2017 Worldbuilding
The document outlines an agenda for a NaNoWriMo writing workshop. It includes:
- Introductions and group formations from 7:00-7:40
- Three writing exercises from 7:50-8:50 on building a fictional world as a group, individual world-building, and a collaborative mapping exercise
- Brief check-ins after each exercise to share work
- Information is provided on world-building techniques and generating fictional disasters to impact worlds. The event aims to help participants develop settings for their NaNoWriMo novels.
Round 4
This document provides taglines and slogans as questions and then answers them. It asks 6 questions, each with a tagline or slogan in quotation marks. The answers provided are: 1) American Airlines 2) Disneyland 3) Cisco Systems 4) Jaguar 5) Visa 6) Wall Street Journal. It is a quiz matching taglines and slogans to well-known companies.
British Culture Through Things
Students explored British culture through food, song and sport. This slide demonstrated how something like fish and chips tells us a lot about a culture (geography, climate and the like). We had used Lord of the Rings as an example of culture through literature. You will have to modify for your use.
Beyond Open: Culture and Scaling in the Making of Knowledge
Open Access, Open Science, Open Government, Open Education. We often see these as new movements, set against an old world of broken – and closed – systems of scholarship and education. New technologies, primarily the web, have lifted the veil from our eyes to let us see this new world. If only we could build the right technology...mandate the right behavior then a new utopia of open scholarship will be upon us! The problem with this view is that it sees the disruption of the web as a one-off event that once worked through will provide a solution for all time. Framed that way this is obviously not true, but the challenge goes deeper than that. Scholarship, in its western institutionalized forms, has increased in scale continuously for at least 400 and possibly 2000 years. No social or institutional system can scale continuously over several order of magnitude. Therefore we must expect structural historical breaks.
The question is not how to fix scholarship, but how on earth it has managed to last this long? I will argue that what sits at the core of this survival is a set of normative cultural values that privilege openness. Their application has been far from perfect but the concepts of communication, criticism, civility and inclusion have deep roots in our institutions and communities. At the same time community and identity are critical to scholarship, and both of these imply exclusion and boundary work to define community. My argument is that the culture, forms and values of western scholarship have held these two tendencies in productive tension, allowing the academy to address the ongoing scaling (and consequent inclusion) problem through social, technical and economic innovation. Our challenge is not simply to solve today's problems, but to re-imagine our institutions so that they continuously generate and are able to adopt the innovations necessary to continue to solve the scaling problem into the indefinite future.
An evening with nasa
The document introduces Heather Paul, a lead engineer for spacesuit design at NASA, and Nick Patrick, a NASA astronaut who has spent over 638 hours in space. It provides background on their roles and asks students to submit questions that will be selected for Heather and Nick to answer during an online meet about spacesuit design and the experience of working in space.
Quiz 1
The document describes the rules and structure of different rounds of a quiz competition. It includes the following key details:
- There are different types of rounds including general, picture perfect, fast and furious, and back to back rounds.
- Questions are worth 10 points each and clues in picture perfect rounds reduce the points to 5.
- Negative points may be included in fast and furious and back to back rounds.
- The questions cover topics around science, technology, languages and phobias.
Sci-Fi film
The document outlines conventions for the film noir and sci-fi genres, including character roles, narrative themes, iconography/mise-en-scene, and technical conventions. For sci-fi, it notes conventions like an anti-establishment ideology presented through a polysemic narrative, exploration of new technologies and their consequences, transformation themes, and use of futuristic elements and technologies to examine social issues. It also lists common sci-fi iconography like weapons, machinery, and spaceships, as well as technical conventions like quick cuts, exaggerated sound, and reliance on special effects.
Star Trek: An Introduction
This document provides an introduction to the Star Trek franchise, covering the various television shows, movies, and other media from the original series to modern productions. It summarizes the core crew of the USS Enterprise from the original show and gives brief overviews of the many television series, films, novels, comics, and other works that make up the expansive Star Trek universe. The document emphasizes the wide breadth of stories and philosophical/social topics explored over Star Trek's multi-decade history.
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Speech Topics: Creating and Breaking the Paradox of Choice
Speech Topics: Creating and Breaking the Paradox of Choice
Beyond Open: Culture and Scaling in the Making of Knowledge
Beyond Open: Culture and Scaling in the Making of Knowledge
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11/1/11
This document provides instruction on determining atomic structure using the periodic table. It explains that the atomic number indicates the number of protons in the nucleus and is used to identify each element. The atomic mass can be used to calculate the number of neutrons by taking the rounded atomic mass and subtracting the atomic number. Electrons occupy energy levels around the nucleus and atoms aim to have an equal number of protons and electrons to achieve a net neutral charge.
10/27 and 10/31
Here are the answers:
1. Aluminum
2. Helium
3. Palladium
4. Gold
5. Oxygen
6. Calcium has 20 protons
7. Silver has 47 protons
8. Neon has 10 protons
9. Potassium has 19 protons
10. Iron has 26 protons
11. Nitrogen has 7 protons in its nucleus.
11/16/11
The charge of the ion is indicated
by the superscript number after the element
symbol. A positive number means the atom
lost electrons and is positively charged. A
negative number means the atom gained
electrons and is negatively charged.
Model: Na+ Ion
Sodium ion (Na) that lost 1 electron
Charge: +1
Protons: 11
Electrons: 10
Neutrons: 12
Mass: 22.9898
Model this ion in your notebook!
Model: Cl- Ion
Chlorine ion (Cl) that gained 1 electron
Charge: -1
Protons: 17
Electrons: 18
Neutrons: 18
2/6/12
Here are the answers:
1. Increase - The more exposure you have to a dangerous chemical, the higher your chances are of getting sick from it.
2. A low dose - A high dose would mean more of the chemical entering your body, increasing risks. A low dose means less of the chemical and lower health risks.
3. Not everyone has the same susceptibility. Factors like genetics, health, age etc can impact how susceptible different individuals are to falling ill after the same exposure.
4. Higher - Eagles are at the top of the food chain. Chemicals bioaccumulate and concentrate in organisms higher on the food chain due to multiple exposures through their diet.
5. Bleach - Bleach
10 12
The document discusses evidence used to support extinctions in the geologic timescale, including dividing geologic history into different periods based on important extinction events rather than years and describing the two greatest extinctions in Earth's history. It also addresses how scientists use rock and fossil evidence to learn about past extinctions and lists several causes of extinction as well as ways humans can cause or prevent species extinction.
11/21/11
Here are the answers to your questions:
1. An ion is an atom that has gained or lost electrons, giving it a positive or negative charge.
2. When an atom gains an electron, it has more electrons than protons, giving it a negative charge. It becomes a negatively charged ion.
3. When an atom loses an electron, it has fewer electrons than protons, giving it a positive charge. It becomes a positively charged ion.
4. No, a carbon atom with 8 electrons is not an ion - it has an equal number of protons and electrons, so its charge is neutral.
5. A nitrogen atom with 5 electrons would have a positive charge of +1, since nitrogen normally has 7 protons and
2/16/12
Water has several unique physical properties that are important for life. Its high specific heat means water can absorb large amounts of heat without a large temperature change, allowing bodies of water to moderate temperatures. Water also has a density maximum at 4°C, causing it to expand upon freezing which is unusual for liquids. Additionally, water has a high surface tension and solvent properties, enabling organisms to float, insects to walk on water, and allowing for the dissolution of many substances important for biological functions. These combined physical properties make water well-suited for life.
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1. The document provides questions about the differences between benthos and plankton, the definition of nekton, which of the Atlantic ocean, Colorado river or polar ice cap would have salinity, and one difference between saltwater and freshwater other than salt.
2. It then provides information about a Discovery Education video called "Oceans blue with Philippe Cousteau: Atlantic".
3. The rest of the document contains chemistry questions about identifying elements based on their number of protons, neutrons, electrons and position on the periodic table. It asks the student to identify elements like boron, helium, calcium, silver, neon and elements in various groups and periods.
9/29/11
Rocks, fossils, and ice cores help us paint a picture of Earth's history through various methods. The law of superposition and index fossils found in sedimentary rock layers allow us to relatively and absolutely date the formations. Ice cores provide information about past climate conditions over thousands of years by examining factors like carbon dioxide levels, volcanic ash deposits, and tree ring widths that indicate precipitation levels during each year of growth. Together, these natural records allow scientists to reconstruct Earth's environmental history.
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Fossil records, comparative anatomy, and genetic information provide evidence for evolution by showing how species have changed over time. Fossils show how ancient species were different from modern species, while homologous and analogous structures in different species indicate common ancestry or adaptation to similar environments. Comparisons of DNA and protein sequences also reveal how closely related species are, supporting the idea that all life on Earth descended from common ancestors through the process of natural selection.
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This document contains an agenda for a class on the human journey. It includes discussions of idioms, a vocabulary quiz, newspaper presentations, reading assignments from the textbook, and homework due for the next class. Students will read about early human migrations out of Africa and around the world, discussing the genetic and archaeological evidence. They will view a video, have vocabulary practice, read sections of the text individually and in groups, and answer questions to check their understanding of the material. Homework includes a newspaper quiz, completing a reading assignment, and preparing for a group activity on the next vocabulary lesson.
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This document outlines an introductory science lesson on evolution and biodiversity. It includes:
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Invent a Species
A lyger? An elephish? A duck-billed cat? Apply knowledge of life and scientific reasoning to invent a species!
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
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The document contains questions about geology and the geologic timescale. It includes questions about the major divisions of the geologic timescale, how it helps visualize Earth's history, whether fossils would be found from the Precambrian period, and how dinosaurs became extinct. The document also provides links to resources about the geologic timescale and Earth's history.
ELS_Q2_Module-1_Evolving-Concept-of-Life-Based-on-Emerging-Pieces-of-Evidence...
ELS_Q2_Module-1_Evolving-Concept-of-Life-Based-on-Emerging-Pieces-of-Evidence...KristoRenzMacatuggal1
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2. Various pieces of evidence have helped trace the history of life on Earth, including fossils, rock layers, and indications of past volcanic activity and erosion. Understanding the history of life allows prediction of future changes and helps address challenges like pandemics.
3. Key evidence includes ancient bacteria and stromatolites, showing life first emerged as prokaryotic and anaerobic organisms over 3.5 billion years ago, and evolved with environmental changes like the oxygenScience10_Q3_ver4_Mod6.pdf
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2. Evidence for evolution includes the fossil record, which shows organisms changing over time and new species arising as others become extinct.
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1. The document discusses concepts related to evolution including variation, adaptation, sexual and asexual reproduction, and different theoretical approaches to evolution.
2. Key terms related to evolution are defined including camouflage, extinction, inheritance, mimicry, natural selection, and niche.
3. The timeline of life on Earth is reviewed starting with the formation of the Milky Way galaxy and Earth 4.6 billion years ago and leading to present day.
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- 1. DATE: 10/12/11 A/B Day LEQ: What evidence do we use to support the extinctions in the geologic timescale? 1. List the following in order, from longest to shortest: PERIOD, EPOCH, EON, ERA 2. List the following, from earliest to latest (most recent) Cenozoic, Paleozoic, Mesozoic, Precambrian 3. What is the geologic timescale? 4. Copy and complete the following sentence: Scientists divide the geologic timescale based on (a certain number of years/important events in earth’s history).
- 2. TRACK YOUR PROGRESS: Unit 1 Quiz C -1 = 95 -8 = 60 -15 = 25 -2 = 90 -9 = 55 -16 = 20 -3 = 85 -10 = 50 -17 = 15 -4 = 80 -11 = 45 -18 = 10 -5 = 75 -12 = 40 -19 = 5 -6 = 70 -13 = 35 -7 = 65 -14 = 30
- 3. LETS REVIEW!
- 4. TIMESCALE: EON ERA PERIOD EPOCH
- 5. Geologic Time Scale PRECAMBRIAN TIME Paleozoic Era Mesozoic Era Cenozoic Era
- 6. Chemical and Mechanical Weathering
- 7. Today’s LEQ: What evidence do we use to support the extinctions in the geologic timescale? By the end of today, you should be able to… 1. Describe the two greatest extinctions in the geologic history 2. Use evidence to support the causes and effects of extinction on earth 3. Describe ways that humans can cause and prevent extinctions
- 9. Activating Strategy • http://www.spike.com/video- clips/bbbz0b/ice-age-three-melons STOP AND JOT What causes animals to become extinct?
- 10. Extinction: when an animal species disappears from earth
- 11. 99.9 of all ________% species that have ever lived on earth have gone extinct!!!
- 12. Extinctions and the geologic timescale: The geologic timescale is divided by important events, like extinctions (NOT by years!)
- 13. Extinction: when an animal species disappears from earth Before After 1. 2. 3. 4. 5.
- 14. Anticipation Guide: TRUE OR FALSE? 1. 50% of the earth’s species have gone extinct. 2. Mass extinctions make it impossible for new life to live on earth. 3. Volcanic eruptions and large asteroids or comets are most likely the causes of extinction in many cases. 4. A flood is most closely linked to the extinction of the dinosaurs. 5. Today, many scientists think the evidence indicates a sixth mass extinction is under way.
- 16. Extinction: when an animal species disappears from earth Before After 1. T 2. F 3. T 4. T 5. F
- 17. Let’s Check: TRUE OR FALSE? 1. 50% of the earth’s species have gone extinct. 2. Mass extinctions make it impossible for new life to live on earth. 3. Volcanic eruptions and large asteroids or comets are most likely the causes of extinction in many cases. 4. A flood is most closely linked to the extinction of the dinosaurs. 5. Today, many scientists think the evidence indicates a sixth mass extinction is under way.
- 18. Scientists use rock and fossil evidence to learn about extinctions from the past.
- 20. Group Research and Presentations Use the article provided to make a poster! Your poster must include: 1) a title 2) key information from your article 3) a brief summary of what you read 4) illustrations
- 21. Summarizer: WHAT TO LISTEN FOR!!!!!! 3 causes of extinction 3 ways humans can cause extinction 3 things you can do to protect species from becoming extinct
- 22. Learned: Questions:
- 23. Group Presentations If YOU are presenting… If YOU are listening… • You are jotting down key • You are explaining your ideas, facts, and questions poster and the article that you may have for the group your group read to your classmates • You are listening respectfully • You are explaining KEY POINTS…not just reading • You are making sure that from your article! you can answer questions • You are making eye contact about that group’s presentation! and speaking clearly THINGS TO LISTEN FOR! -3 causes of extinction -3 ways humans can cause extinction -3 things you can do to protect species from becoming extinct
- 24. Who Can Tell Me… • …How the dinosaurs became extinct • Watch this clip. As you watch, fill in the blank below: – The dinosaurs became extinct because _______________________ ______________________________ ______________________________ __. • http://www.youtube.com/watch?v= y4COsg8o02Q
- 25. Summarizer: Use the following template to write a paragraph explaining your opinion about extinctions in the past and the future: Extinctions can be caused by many things, including _(list at least 3 causes of extinction)_. Humans can contribute to the extinction of species by _(list at least 3 ways humans can cause extinction)_. Some ways that we can protect species from extinction is by _(list at least 3 things you can do to protect species!)__.